At the end of 1911, two explorers entered a dispute to see who would first reach the South Pole in Antarctica. They were Roald Amundsen of Norway and Britain’s Robert Falcon Scott, both with a clear goal ahead of them: reaching the South Pole.
Amundsen’s expedition was a prime planning. All his supplies were drawn by dogs of races accustomed to the region. During the trip, “islands” of food were left for the return, that is, the cargo would become lighter and the return would be simply a well-marked trail of food islands. In addition, when choosing dogs to pull the sleds, as the load was getting light, Amundsen was slaughtering some to feed the other dogs. Nowadays, this may seem cruel to dogs, but the adverse conditions of Antarctica and the resources available at that time did not give them any more viable options.
Scott, on the other hand, chose to bring Manchurian ponies, accustomed to the cold, but who, besides not being able to eat each other, had to carry their own food, as well as all the stuff of the expedition. Scott also did not choose to leave a trail of food islands, so he had to carry everything on and off.
Both arrived at the South Pole, but Amundsen arrived earlier on December 14, 1911. Scott arrived about a month later, but his entire crew, including him, died on the way back, while the Amundsen team arrived a few pounds fat than gone. It is said that Scott died of cold and starvation, but by a sad coincidence, a few yards from one of Amundsen’s food islands, which was hidden under the snow.
Obviously, this is a dramatic example, but it clearly illustrates the importance of good planning for achieving the goals. Working without planning is like navigating without a compass. It’s the same as driving with your eyes closed. And the fact applies to all situations, including education and higher education. The culture of the Pedagogical Project is something that needs to be sought as a fundamental guide of the teaching performance and not only as a bureaucratic piece for regulatory purposes.