Let The Learning Happen by Chris Tye (Plugin Project blog)

"Assuming immaturity does not hold possibilities is serious; it sets up a static endpoint."

"Growth is not something done to them, it is something they do."

John Dewey, 1916

John Dewey was way ahead of his time when he wrote these words in his groundbreaking book, 'Democracy and Education'. He believed that true learning happens through both action and reflection.

Leading a music education project is a genuine privilege - there’s so much potential, so many possibilities for meaningful work. But as the ‘expert’ in any scenario, there’s always a risk of becoming fixed in our mindset. Of course, drawing on our knowledge and providing answers when needed can be useful, but the real work lies in staying open and adaptable.

One of the most valuable things we can do as educators is to allow space for others to sit with an idea and think - not to the point of frustration, but right up to its edge. That moment of tension is where real learning takes root. We should resist the temptation to ‘rescue’ our students or project members too quickly.

When collaborators reach that point - when they’re searching for a lifeline - I believe what’s needed isn’t a quick fix, but perspective. Zooming out to explore the broader context fosters independence far more effectively than simply handing over an answer. Specific answers act as a temporary patch, but a wider discussion builds deeper understanding.

Take creative learning, for example. We don’t teach swimming by merely talking about it - we get in the water. The same principle applies here. If someone asks how and why we might add reverb to an instrument, instead of grabbing the mouse and demonstrating, we could open up a broader conversation: What is reverb? What’s its history? How do we perceive sound in different spaces? By encouraging curiosity, we create a pathway for self sufficient, lasting learning.