The Dulwich Pedagogy Papers: Chapter Two

Chapter 2: Now and Then

"The volatility of today’s world demands more than just rote memorization; it requires the cultivation of adaptability and resilience in learners, preparing them to face rapid changes head-on."

— Harvard Business Review

As the Deputy Head of the College, I am delighted to introduce the second chapter of a new series of newsletters that will unfold over the next four months. My goal is to provide you with an in-depth look into the classrooms and educational practices here at Dulwich College (Singapore), offering a window into your child’s learning journey. Through this series, I will be sharing insights – not only about what happens inside our classrooms and the broader context of education in today's fast-evolving world.

During the first part, we discussed the importance of adapting education to the V.U.C.A. (Volatile, Uncertain, Complex, and Ambiguous) world, emphasising the need for critical thinking, problem-solving, and creativity in students to navigate the rapidly changing environment. I also highlighted the shift from traditional rote memorisation to fostering adaptability, resilience, and interdisciplinary learning to prepare students for future challenges. For today's article, I would like to make a comparison between education programmes and approaches of the past and what we are striving to achieve today.

Looking back, education systems of the past often centred around preparing students for specific roles within society—whether that meant becoming doctors, engineers, or teachers. The learning experience was linear, structured, and often limited to the classroom. Today, our purpose is much broader. We are not just preparing students for careers; we are preparing them for life.

At Dulwich College (Singapore), we focus on nurturing well-rounded individuals who are not only intellectually capable but also emotionally intelligent, culturally aware, and socially responsible. We are committed to helping students develop a global perspective with the confidence and skills necessary to become leaders in an interconnected world. This is an enormous challenge, but it is one we feel duty-bound to achieve.

In contrast to the past, when success was measured only by exam results, and these were the only sources of information employers used during hiring processes, we now find that almost equal importance is placed on our student's social and emotional skills, and interpersonal and intercultural skills. I believe that developing empathy, resilience, and a sense of global citizenship is just as critical as academic success. At Dulwich, we aim to foster happiness and well-being in our students while equipping them with the tools to tackle future uncertainties confidently and purposefully.

Developing Global Citizens for the Future

"The future belongs to those who can adapt, collaborate, and innovate. Education must evolve to ensure students develop not just knowledge but the emotional intelligence and social responsibility necessary to thrive."

— Andreas Schleicher, OECD

One of the core values of our College is the development of global citizens. We live in an interconnected world where the challenges we face, from climate change to global inequality, are shared by all of humanity. To this end, our curriculum and co-curricular activities are designed to help students think critically about the world around them, appreciate cultural differences, and understand their responsibility to make a positive impact.

At the heart of this mission is our Live Worldwise Framework. This framework is designed to ensure that every student at Dulwich College (Singapore) graduates with the skills and values necessary to navigate an increasingly globalised but also fractured, divided, and occasionally violent world. Whether it’s through fostering intercultural understanding, promoting wellbeing, or encouraging environmental sustainability, the Live Worldwise Framework provides a roadmap for nurturing informed, compassionate, and responsible citizens. We will spend a few chapters looking at this approach.

Looking Ahead: What to Expect in Future Chapters

In the coming months, I will be sharing more about our educational approach and the exciting work happening within the College. Here’s a preview of what’s to come:

• A Closer Look at Classrooms Across Age Groups: taking you on a journey through the learning environments at each stage of education, from our Early Years through to the Senior School, showcasing how our teaching evolves to meet the needs of our students at every age.
• The Role of Artificial Intelligence in Education: exploring the impact of AI on teaching and learning and discussing how we are preparing students to engage with this powerful technology in ethical and thoughtful ways.
• Our Live Worldwise Framework: how this framework shapes our educational vision, ensuring that all students leave Dulwich as informed, compassionate, and proactive global citizens.
• Service Learning and Community Engagement: highlighting the many opportunities our students have to learn outside the classroom through service learning, community action, and leadership initiatives, all of which are central to our mission of developing globally-minded leaders.

"To thrive in a V.U.C.A. world, students must learn to balance technical skills with empathy, collaboration, and ethical reasoning."

— Daniel Goleman, author of Emotional Intelligence

It’s an exciting time to be part of the Dulwich community, and I look forward to sharing more insights with you in the coming months. I hope that through this series, you will gain a deeper understanding of how we are preparing your children not only for academic success but for meaningful lives in a rapidly changing world.

References:

Harvard Business Review. (2014). What VUCA Really Means for You. Harvard Business Publishing. Available online

UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. United Nations Educational, Scientific, and Cultural Organization. Link

Schleicher, A. (2019). Preparing Students for a Rapidly Changing World: The Role of Education. OECD iLibrary.

Robinson, K. (2006). Do Schools Kill Creativity? TED Talk. Available online

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.