Are we preparing students to be Chefs or Cooks?

Usually, when I write a blog post it is because I want to dig deeper into a topic and explore its merit. The post then becomes my way of explaining to myself, and to anyone who reads it, the underlying ideas and what my thoughts, experiences, and takeaways are on the topic.

This post is different. Today I want to talk about one of the most important topics to me: the future of our children.

But I’m not going to dive into this topic by myself. I’m not going to cover it in a huge four-part series like I recently wrote. Instead, I want to share excerpts and thoughts from one of the most thought-provoking articles I’ve ever read on the subject. 

Maybe you are like me with four kids all young, all with a wide open possibility of what life is going to be like. Maybe you don’t have any kids, or maybe your kids are all grown, or maybe you have grandkids. In any case, if you are a teacher, leader, or learner it always comes back to our kids (at least it should always come back to what is best for kids).

You can read the full article yourself (but it is extremely long at over 10,000 words) and I wanted to paraphrase and highlight some key takeaways from the article, mainly to make sure that we are thinking about and discussing this idea in our homes and in our schools.

The question is, “Are we raising/preparing/teaching our students/children to be chefs or cooks?”

Tim Urban explains the difference between a chef and a cook in his post for the blog >Wait But Why:

The words “cook” and “chef” seem kind of like synonyms. And in the real world, they’re often used interchangeably. But in this post, when I say chef, I don’t mean any ordinary chef. I mean the trailblazing chef—the kind of chef who invents recipes. And for our purposes, everyone else who enters a kitchen—all those who follow recipes—is a cook.

Everything you eat—every part of every cuisine we know so well—was at some point in the past created for the first time. Wheat, tomatoes, salt, and milk go back a long time, but at some point, someone said, “What if I take those ingredients and do this…and this…..and this……” and ended up with the world’s first pizza. That’s the work of a chef.

Since then, god knows how many people have made a pizza. That’s the work of a cook.

The chef reasons from first principles, and for the chef, the first principles are raw edible ingredients. Those are her puzzle pieces, her building blocks, and she works her way upwards from there, using her experience, her instincts, and her taste buds.

The cook works off of some version of what’s already out there—a recipe of some kind, a meal she tried and liked, a dish she watched someone else make.

What all of these cooks have in common is their starting point is something that already exists. Even the innovative cook is still making an iteration of a burger, a pizza, and a cake.

At the very end of the spectrum, you have the chef. A chef might make good food or terrible food, but whatever she makes, it’s a result of her own reasoning process, from the selection of raw ingredients at the bottom to the finished dish at the top.

A cook is then considered a follower. They can even be a creative follower, but they’ll never create from their own understanding, but instead always build on what others have done. They are often doing old things in new ways.

Chefs, on the other hand, are experimenting and doing new things in new ways. They are building and experimenting and often failing.

Are we encouraging students to experiment like a chef? Are we supporting them when their efforts turn into “terrible” food? Do we only praise students for co