Redefining Academic Rigor

by | Jul 5, 2016 | Discussion

There are two kinds of academic rigor. The standard kind is measured in number of hours spent; in the amount of predetermined information memorized and regurgitated. It involves running fast to jump through the hoops put before you. It involves being handed problems and showing you can follow prescribed pathways to solve them. It involves following orders. The message to students is: “Put your head down and slog through it. One day it will pay off.” This is not the rigor that leads to a sustainable world. We need so much more.

We need to think of rigor in a different way. Engagement and effort are indeed key indicators of rigor, but what you engage in and how you engage with it are equally important. What about learning to identify on your own what is important?

What about being able to identify opportunities no one else has seen? Rigor, yes—but towards the goal of creating advanced learners, not just advanced rememberers; towards fostering advanced creators, not just advanced imitators.

acadeimc rigor

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Children are innate learners, and the key is to build on that strength. With them. As partners. Doing real things in the real world. Modeling for them what it means to be an advanced learner, and collaborator, and doer. And helping them engage rigorously with the world around them so that they gain not only the knowledge they need to thrive in it, but the skills, and the habits, and the attitudes that allow them to use that knowledge for the most meaningful impact possible.