Your Can’t Make
“Fish Climb Trees”
More About BOOK
School is outdated, and the time is now for an upgrade!
In our rapidly changing global environment where learning methods, styles and access vary dramatically it is increasingly necessary to stimulate conversation around drastically revolutionizing education. In You Can’t Make a Fish Climb Trees: Overcoming Educational Malpractice through Authentic Learning author and and honourable scholar Dr. Lawrence Muganga advocates for educational transformation and exposes our archaic education systems modeled for nineteenth-century Europe, which has allowed governments and administrators to structure and deliver education as if it were an assembly line.
The current model largely discounts students’ individual differences and natural abilities impacting their ability to transition from the classroom into the workforce. While he focuses on the need for more dynamic education models in Sub-Saharan Africa, Muganga establishes applications for the presence of Authentic Learning—where teaching happens in a student-centered environment filled with real-world applications—throughout the global community. Drawing from the research of educational experts worldwide, he advocates for the kind of revolutionized education model that would see students’ individuality used to empower them so that they can navigate their future and the workforce successfully.
WHAT EDUCATION EXPERTS ARE SAYING ABOUT
YOU CAN’T MAKE “FISH CLIMB TREES”
“This is a must-read book for educators and everyone who cares about creating an education experience that is relevant to real-life and sticks with students for a lifetime.”
Prof. Ali A. Abdi, PhD University of British Columbia, Canada
“Using authentic examples based on his own experiences, Lawrence Muganga explains not only what authentic learning is, and why it is important for educators to facilitate authentic learning, but also provides practical information on how to implement authentic learning. A must read for postsecondary educators.”
Prof. Heather Kanuka, PhD University of Alberta, Canada
“This is a fantastic book that is refreshing and touches on almost every major aspects and challenges to education in the 21st Century. The book does a great job juxtaposing educational experiences in the west (Canada) and Sub-Saharan Africa. I am hoping and praying hard that it will turn out to be a best seller.”
Prof. Andrew Ojede, PhD Texas State University, USA
“He also genuinely understands that an authentic learning approach is the way of education’s future. His description of authentic learning as a living, breathing model of education sums up his great appreciation for this potent style of learning. Importantly, it also reveals his deep respect for genuine learning in this vast and interconnected world.”
Educator, Steve Revington Pioneer of Authentic Learning, Canada
What KIRKUS SAYING?
Kirkus is a prestigious independent book reviewer.
A debut treatise offers a new approach to sub-Saharan African education.
The educational systems of sub-Saharan Africa are not suited for the continent’s economic needs. Modeled on 19th-century European ideas about schooling, they offer an extremely one-size-fits-all approach that ignores the individualized needs and strengths of students. As the nations of Africa move toward postindustrial service- and skills-based “creative” economies, an alternative paradigm in education is required. With this book, the author presents a new method: authentic learning. Steve Revington, whose thoughts on pedagogy underlie Muganga’s work, defines authentic learning as “real life learning…that encourages students to create a tangible, useful product to be shared with their world.” After describing his own traditional education in Uganda, Muganga delivers a portrait of sub-Saharan education as a whole, contrasting it with the more personalized and economically pragmatic practices of authentic learning. The author explains the benefits that this new system would have for the continent and then explores the realities of how it could be implemented. The creative economy represents a way for Africa to make up a lot of ground,
exploiting the near-limitless innovative potential of its citizens. But, the author argues, unless an educational overhaul occurs, that resource will remain untapped. Muganga writes in a crisp prose that is technocratic without suffering from opacity: “Globalization connects strongly to the creative economy through the movement towards specialization, where modern information and communication technologies facilitate the sharing of cultural knowledge.” This short book, aimed more at influencers than a general audience, is well-argued and thoroughly sourced, synthesizing a large body of recent research and educational theory. While there are many ideas out there about how to teach children, it’s difficult to argue that a personalized education that prepares students for the economy isn’t an attractive system. On paper at least, Muganga’s proposal is a persuasive one, ambitious but not impractical. While the implementation may be complex, he has succeeded in his stated goal of starting a dialogue on the subject.
A thoughtful prescription for a pedagogical strategy for sub-Saharan Africa.
The Authentic University: Demolishing the Factory We Call School
(Manuscript submitted to publisher)