In the context of education and learning, human agency represents the capacity of individuals to act independently, shaping their internal or external environment. Yet, this essential ability often finds itself under threat from the very systems designed to facilitate learning. The culprit? Prescriptive models and frameworks that, while valuable as tools, risk hijacking agency when treated as rigid, one-size-fits-all solutions.
The Hidden Agency of Models
Models, frameworks, and artifacts are not neutral. Once created and introduced into human interactions, they gain a kind of agency of their own, subtly influencing how we think, act, and make decisions. Scholars such as Bruno Latour (1996) and Caronia and Mortari (2015) have noted this phenomenon: texts, tools, and artifacts shape the contexts in which they operate, sometimes steering human agency in unintended directions.
Prescriptive educational models — whether rooted in Behaviorism, Cognitivism, Constructivism, or other theories — often reflect this dynamic. They frame learning as a series of predictable steps or outcomes, implicitly asking educators and learners to conform to their logic. These models promise structure, yet their rigidity can undermine the very adaptability and creativity they seek to nurture.
The Danger of Model-Centric Views
The inherent risk of prescriptive models lies in their potential to impose a model-centric worldview. By framing the world through their own assumptions, they:
- Narrow Perception: Prescriptive models often dictate what is important to observe, learn, or act upon, sidelining perspectives that fall outside their scope.
- Overestimate Agency: These models sometimes presume that learners, educators, or entrepreneurs possess excessive powers of control, ignoring the complex interplay of environmental, social, and cognitive factors.
- Stifle Adaptability: In privileging consistency and predictability, they risk compromising the evolutionary and adaptive potential of learners and educators.
For instance, the assumption that entrepreneurs follow prescriptive models with algorithmic precision reveals a fundamental flaw: it dismisses the contextual realities, uncertainties, and improvisations that define real-world practice.
Agency and the Ecology of Learning
True agency is ecological and adaptive. It emerges from an individual’s ability to respond to the demands of the moment, integrating knowledge, skills, and intuition in dynamic ways. Prescriptive models, in their current form, often tamper with this ecological capacity by offering fixed solutions for fluid challenges.
A complexity-friendly approach to learning and education must do the opposite:
- Promote Contextual Sensitivity: Recognize that every learning environment is unique, requiring tailored strategies rather than standardized ones.
- Treat Models as Tools: Shift from seeing models as prescriptive to viewing them as adaptable tools — a means to an end, not an end in themselves.
- Foster Autonomy: Encourage learners and educators to exercise judgment and creativity, using frameworks selectively based on environmental demands.
From Parasite to Partner: Rethinking Models
The danger of treating models as infallible lies in their potential to become a “parasite in the brain” — something that dictates our thoughts and actions rather than serving as a resource. To reclaim agency, we must reframe our relationship with models:
- Models should be guides, not masters. They offer insights and possibilities but should never constrain innovation or autonomy.
- Frameworks must be flexible and adaptive, evolving with the demands of the context rather than enforcing rigid protocols.
A New Vision for Education
A sustainable, complexity-friendly model of education and learning must prioritize agency and autonomy above all else. This involves:
- Encouraging learners to critically engage with models, questioning their assumptions and limitations.
- Designing systems that celebrate diversity and adaptability rather than enforcing uniformity.
- Emphasizing the development of meta-cognitive skills, enabling learners to assess and select tools that suit their unique circumstances.
By shifting our focus from prescriptive to adaptive learning, we can empower individuals to navigate the complexities of the modern world without losing their agency. The ultimate goal is not to reject models but to use them wisely — as tools that serve human potential rather than hijack it.
In this vision, education becomes a dynamic, co-creative process where learners and educators alike reclaim their power to shape their journeys. It’s not about rejecting structure but about ensuring that structure serves, rather than suppresses, the boundless potential of human agency.