ASDAN releases new podcast episode on craftsmanship, courage and belonging in education with Ron Berger

ASDAN has released a new episode of the Cross-sector Lab: reimagine education together podcast, featuring a conversation between ASDAN’s CEO Melissa Farnham and Ron Berger, Chief Academic Officer at EL Education and a leading voice in deeper learning, high-quality student work and character education.

In this episode, the discussion explores how schools can move beyond a narrow focus on exam outcomes to create learning environments that value craftsmanship, purpose and belonging – particularly for young people from underserved communities.

The episode is available to listen on Spotify and a video of the discussion can be viewed on YouTube.

Focusing on the quality of learning, not just results

Ron Berger draws nearly five decades of experience in education to challenge the disconnect between school and life. While schools are often judged almost exclusively by exam results, he argues that in the wider world, people are judged by the quality of their work and the quality of who they are as human beings.

The podcast explores how placing greater value on high-quality student work, character and purpose better prepares learners for life beyond school.

Melissa and Ron reflect on how terms like “pass” can unintentionally lower aspirations, and how replacing this mindset with a culture of excellence and pride in work can raise expectations without increasing pressure.

Academic courage and public work

The conversation introduces the idea of academic courage - encouraging learners to take risks, share ideas, ask questions and learn from mistakes. Melissa and Ron discuss how making student work public, through displays, portfolios and community audiences, can boost motivation, pride and engagement.

Equity, community and belonging

This episode also explores equity and opportunity, with Ron emphasising that while potential is widespread, opportunity is not. Learning that connects to real-world issues and community needs can be particularly powerful for students from disadvantaged backgrounds, helping them see themselves as capable contributors rather than problems to be fixed.

The discussion concludes with reflections on creating schools where all young people feel safe, valued and able to belong, and on the importance of intentionally developing character alongside academic learning.