View from the Top: John Davies on designing education for antifragility
The head of Dauntsey's explores how the ability to be broken and then grow stronger is essential for survival and a meaningful life...
'The word resilience is everywhere these days, especially in education. The prevailing wisdom suggests that young people must be like rocks, steadfast against the unpredictable storms of the modern world.
But I have always been drawn to Nicholas Taleb’s argument that resilience is not enough. Taleb suggests that the opposite of fragility isn’t resilience, but antifragility. A resilient system withstands shocks; an antifragile one adapts and grows stronger in response to them. He points to biology: our bodies don’t merely resist viruses but develop antibodies, emerging better equipped for future attacks. Inoculation is built on this principle. Similarly, lifting heavy weights does not rely on muscle resilience but on antifragility. Controlled damage leads to growth.
This concept is powerful, and it speaks directly to the purpose of education in the modern world. We don’t want our children to be unyielding rocks. We want them to be like Giant Kelp, harnessing the force of strong waves to grow and extend their influence for the benefit of others.
Adopting an antifragile mindset means accepting that life is full of challenges. At Dauntsey’s, we believe that preparing students for an unpredictable future goes beyond mastering exams. Knowledge matters. Without a broad base of learning, young people will struggle to distinguish truth from falsehood in an era dominated by artificial intelligence. However, great exam results alone do not guarantee success or happiness, just as attending a ‘top’ university does not necessarily ensure a fulfilling career. More than ever, education must cultivate antifragility. Indeed, one of the greatest challenges in the era of AI is that the technology risks removing struggle from the learning process entirely, leaving us weaker as a result. Some branches of cognitive science refer to the idea of desirable difficulties being necessary for deeper and more secure learning. These difficulties, while frustrating in the moment, strengthen long-term retention, problem-solving ability, and adaptability.
That is why we commit to an ambitious and adventurous programme of activity both inside and outside the classroom. I believe in competition. Not everyone should feel like they have come first. It is vital that young people experience loss, confusion, doubt, and insecurity. They need the space and autonomy to make mistakes and, crucially, the guidance to learn from them. Sometimes, they should be pushed beyond their comfort zones.
Teenagers today are often dismissed as ‘snowflakes.’ I disagree. I see a generation that is sharp, engaged, and acutely aware of the challenges they will inherit. Climate breakdown, political unrest, and technological upheaval are all part of their reality. It is a difficult time to be fifteen, and I admire them enormously. The worst thing we could do as adults is shield them from discomfort. That would be an act of harm.
In A Farewell to Arms, Hemingway famously wrote, "The world breaks everyone and afterward many are strong at the broken places." He then offers a darker truth: "Those that will not break it kills." The ability to be broken and then grow stronger is essential for survival and a meaningful life. If we are to design a modern education that is truly fit for the future, we must design for antifragility, not just performance. For strength, not comfort.'