During workshop 2 we reviewed several aphorisms and I particularly resonated with the following from Paulo Freire:
“Education does not change the world.
Education changes people.
People change the world.” (Freire, 1970)
This quote encapsulates my belief in the transformative power of education not as an external force that imposes change on the world, but as something that shapes the individual first. I am drawn to this idea because I recognise that each person processes information and experiences differently. Even if we are all provided the same education, the way in which it is internalised and acted upon is unique to each individual. In turn, these personal transformations are what ultimately influence and shape the world around us.
In reflecting on how this idea impacts my teaching, I see it as central to the way I encourage students to approach their work. I always invite them to bring their personal experiences, passions, and perspectives into their projects. This focus on individuality is something I have come to recognise as quite different from the norm in many academic settings, where there is often an emphasis on standardisation. My background in industry, particularly in my work on social change through the creation of meaningful, inclusive spaces, has further reinforced this belief.
I strongly believe that by centring one’s self in the process of spatial design, we unlock deeper conversations around human experience. When students can relate personally to their work, the dialogue becomes more meaningful and authentic. It takes the conversation beyond theory and onto a more human level. However, this approach can be challenging for some students. In my experience, many come from educational environments where reflection on the self and one’s individual needs has not been prioritised. As Freire notes, education that encourages critical thinking about one’s own role in the world can lead to a deeper engagement with both the self and the broader society (Freire, 1970; Nicol, 2010).
In essence, education that fosters personal reflection and individual empowerment can be a powerful catalyst for change—both within the classroom and in the world beyond.
References
Freire, P. (1970) Pedagogy of the Oppressed. London: Continuum.
Nicol, D. (2010) From Monologue to Dialogue: Improving Student Engagement with Feedback. Higher Education, 59(2), pp. 35-47.