The Education Machine


The Shire, about 5:40pm

Hello Reader,

Something happened at 1:30 am on Sunday, 4th August, that was of seismic significance to our family. Several of us are still in aftershock.

Our grandson was born at 28 weeks, weighing a mere 1.125 kg.

Mum and dad were staying at the John Radcliffe, a teaching hospital in Oxford, UK, when mum was taken down to the delivery room. Within minutes a baby boy was born.

As I write, our new grandson is doing very well. He spent his first few days in the Intensive Care Unit (ICU), and a few days ago he was improved enough to be moved to the next, less-intensive, level of care.

To my eternal gratitude, all this happened, I learned later, in one of the best places on the planet for neo-natal care. God is good.

As grandparents, we are picking up the slack for our son and daughter-in-law. The family are doing well. I suppose this what my generation can do in these times: provide much-needed margin for our children, where and when we can.

Hybrid ICU

When I first went to visit little my new grandson in the ICU, I was a little surprised at what I found. My expectations from the movies was to see banks of incubators patrolled by a nurse or two.

I could not have been more wrong.

Instead, I found each incubator in the centre of its own workstation, monitored by a dedicated nurse. Behind were a bank of monitors with displays of the baby's body temperature, blood pressure, heart beat, etc. all wired up to that little life. Lots of tech was not so much of a surprise.

What was encouraging to me was that amidst all this, each nurse had a writing plinth, where they would be almost constantly be making notes by hand. This state-of-the-art medical facility had a hybrid approach--both digital and analog--to delivering the best care.

The Generation Effect

I recalled recent research of college students who made handwritten notes in lectures and were later found to have a deeper, more integrated understanding of what they learned than the comparison group that took notes on digital devices. Researchers called this the generations effect.

The generation effect is the unsung hero of creativity. I handwrite my Unburdened Journal each morning, and I extract notes on books I read by hand before later committing them to digital apps. In fact, I am handwriting the first draft of this newsletter. Writing by hand forces me to be more disciplined in what I take down as notes, and I add my reflections as I go along.

Sure handwriting is slow, messy, and cannot allow cut and paste. Yet it seems that this resistance helps improve clarity, creativity and retention.

Pen and paper is not the only medium by which we can achieve the generation effect. Rosemary achieves this on her Unburdened Journal using her iPad and stylus pen.

The Unburdened Webinar

In fact, Rosemary will be presenting her Goodnotes app template and how she uses it on our forthcoming Unburdened Webinar. Laura, another of our positive outliers, will be sharing about how the Unburdened structure has helped her find hope and freedom as a writer.

Come and join us:

Queue Idea!

Finally, much of my writing comes from answering questions, particularly from my coaching and mentoring clients, such as Liz. She asked, "How do you manage your portfolio of creative work and projects?"

I showed her. Then, I wrote up this approach in a short ebook:

Her response was,

"I used [the approach] yesterday and found it really helpful. I like the way you have written it up. I found it clear to follow. I'm using a whiteboard so I'll get some magnetic strips."

If you would like to talk to me about this kind of value-added coaching, I still have about three spare slots for new coaching or mentoring clients...yes, despite our grandson's delightful disruption!

All such clients have exclusive access to this and other resources. So feel free to book a discovery call with me at a mutually convenient time.

That's all for now!

Yours, somewhat delightfully disrupted,


In case you were forwarded this email by a friend and you would like to make sure you receive your own copy of my future newsletter, please head over to patrickmayfield.com where you can subscribe for yourself.


The Shire, Middle Earth, nr Oxford, UK

Wednesday, 9:27 am

About 28 years ago, at the UK’s Labour Party Conference in Blackpool, the then leader of the party, Tony Blair, announced that his top three priorities on coming to power would be “Education, Education, Education.” A few months later in 1997, he got his wish by becoming Prime Minister, in the general election.

On the face of it, this seems a laudable investment in the future of the UK through our children.

Yet history shows that despite increased funds, the UK’s performance in international tests declined.

Why? Critics argued that Blair’s policies focused too much on targets and assessments.

In my view, though, it was focused too much on the educators, on “Education” as a form of industry, as a machine that they thought was bound to produce certain outcomes. Rather it could have empowered learning through curiosity already in young minds.

Politicians are inclined to make reality fit their tools. They think in terms of budgets, outputs and of the results they think they can achieve. They seek to engineer the system to achieve these results, primarily through funding and operating requirements. Gradually, the focus shifts to the suppliers, to the educators and the technologists rebuilding a new service.

What if the focus moved to the student?

What if we took a rather more systems approach and considered the student at the centre of all this?

At the time of writing, one of our junior school-aged grandchildren, who is bright and curious, is beginning to be exhausted by the system. I’m hearing reports of her not having enough break-time and having her evenings driven by a Microsoft Teams system that micromanages her to click off bits of a deluge of curricula items. For the teachers it is a manageable routine; it lightens their administrative load. Microsoft must be happy. But what about my granddaughter?

What if there is a better way than trying to educate her by moving her along some educational factory floor?

Temple Grandin, the autistic savant, in her book,Visual Thinking, laments the decline of apprenticeships that technical colleges do not replace. Key skills are being lost. Yet, where an apprentice is taken on by a master and learns from a role model surprising advances can be made in learning, skills and mastery. The apprentice asks; the master shows; the apprentice tries; then the apprentice ‘sees’ a different environment.

This is what I call pull learning, where the student pulls; they ask by observing and mimicking, by being curious, and leaning into a skill out of a sense of purpose, autonomy and connectedness with their teacher.

In fact, it is the ancient way. Of course, this way is too individualised and appears too slow for the policy-makers and education technologists. And yet, we have discarded it at a cost to us all.

There were masters who had apprentices, disciples. Disciples would follow their rabbis, observe, ask questions, and then practise–often before they, the students, felt they were ready. But they would learn, and sometimes quite rapidly.

My friend, Mark Hendley, will be leading a day conference on this later this month, on 26th October, called In the Dust of the Rabbi. Early bird tickets are available until Saturday, 5th. I’m going, so if you come, do say, “Hi!” I know it will blow your mind–if not make you a curious student again.

Your lifelong learner,


Changing the World through Living our Best Lives!

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