Teachers

30 Apr 2015

The Fallacy of Middle Class Values in Education

Teachwell Social Class, Traditional Education Child-Centred, Children, Methods, Philosophy, Primary School, Secondary School, Teachers, University 1

I just read an excellent post by the Traditional Teacher entitled ‘Why We Don’t Need Grammar Schools’ which challenges the notion that I have encountered many times – namely that a rigorous academic education is based on middle class values foisted onto poor unsuspecting members of the working/underclass.

It is a peculiarly ‘Western’ concept based on the way that education has gone from the province of the elite to the masses. However, in most countries in the world this notion of class and education is not tied together in quite the same way.

Both my parents came from good agrarian stock – small villages in India – and the idea of education being a good in itself and to be valued came way before schools did to these areas.

Their own views on education were formed by their experiences both at the time and later on. As children who had left school voluntarily (mum at 14), and never been made to go and then truanted as no-one checked or informed parents (dad), they regretted their choices as adults. My parents were encouraged to go to school but for their own reasons chose not to at the time. This is the problem with allowing children to make decisions they do not fully comprehend the consequences of. So yes dad did spend his time playing and messing around with no formal education. Mum left because she couldn’t be bothered to work hard.

Interesting then that it is precisely those two people who as soon as they had my brothers and I not only did everything to make us school ready, but pushed and insisted on school, did not let us take a day off unless we were really sick, took us to the library weekly and insisted we do homework that they could not understand themselves. In short they displayed the ‘middle class values’ that are often talked about but in reality it was not their practical experience of education that was transmitted. The economic reasons (to get a good job) were but there was something else that was going on that I find lacking in the progressive agenda in itself.

It is precisely that phrase ‘education is a good in itself’ and that it is better to know than not know. This is not a socio-economic argument but a spiritual one and one that has diminished rapidly over time in this country. It is the argument that would have been posited to me if I thought something was irrelevant or boring at that time. Interesting that this argument was the strongest for me in terms of working hard at school.

Ideas of ‘spirituality’ from the East are often connected to ghastly elements of the ‘new age’ in western countries (a patronising pick and mix individualistic vapid attitude to spiritualism from other cultures in the world). However spirituality development is important to our growth as human beings.

Education links you to other human beings in the past and present. Oh and for the record, there is a strain both in Europe, Asia and elsewhere that has valued education in its own right without recourse to the money you may earn as an adult or social position. This strain of thought just seems to have disappeared entirely. A shame as it is a powerful argument in favour of education and its positive effects on our growth and development.

9 Apr 2015

Oh Look the Sun Came Out Today and Made the Ice’ – Conversations I’ve Had That Changed Me.

Teachwell Education Policy, Teaching and Learning Child-Centred, Discipline, Methods, Primary School, Teachers, Theory 0

“Oh look the sun came out and made the ice.’

Me: ‘But the sun doesn’t make ice _____! It melted the snow that fell yesterday, but it doesn’t by itself turn it into ice.’

‘Why are you going on about the snow? What has the snow got to do with ice?’

Me: ‘But _____ ice is the result of snow that has melted and then the cold temperature has resulted in the water freezing – that’s how we get ice.’

‘Don’t be silly snow is snow and ice is ice.’

Me: ‘Ok ____ well if that’s true then why isn’t there ice when the sun comes out the rest of the year? Why is there ice on the ground when the sun hidden? Why is it that there is always snow before this much ice on the ground?’

‘Look is the sun shining in the sky? Is there ice on the ground?’

Me ‘Yes and yes but that doesn’t mean the sun makes ice!!!’

‘Well, I know what I know.’

So ended the conversation.

Why did it change me? ______ should have read Dad in the above sentences.

I know there are many who disagree with the baseline assessment, formal teaching too soon, loss of play, resitting Year 6 tests in Year 7. While I agree with their sentiments, there is something about the so-called ‘progressive’ stances taken that doesn’t sit well with me.

The reasoning behind our current education is because ‘ignorance’ was one of the great evils that Beveridge thought needed defeating. The conversation above is just one of many that follow a similar pattern with my dad. He doesn’t like it when I disagree with him about the theories of the world that he has created to cope with his illiteracy.

He decided that he did not want to go to school when he was younger and chose to skip school from the age of 6 in India. Back in the days, they never actually checked or informed parents so something like would not happen today. However, what is worrying me is the level of ‘choice’ that it seems acceptable to give to our youngest children. Given the choice I imagine many would like my dad go off and play not learn to read or write. He never changed that choice either. There is no reason he should – it was what was immediate that mattered.

It breaks many a heart to see young children being asked to read and write – however, interacting with my dad breaks my heart too. Seeing him write his name in capitals, rote learn every word, not being able to access the world around him. He is lucky and fortunate that my brothers and I have always been able to compensate and have never taken advantage, but others have, often close to him. It does affect his ability to trust, cope with social situations, interact with his peers and learn new skills. It has made his life harder and that of my siblings – especially my older brother.

I’m not saying test 4-year-olds to oblivion or make them sit in rows reciting. However as adults, we need to think about more than just the here and now when it comes to children. A more sensible debate is needed about what children learn, how much ‘choice’ in the process is healthy for a young child and what we want to achieve. Also, what needs to be taught and mastered at a younger age. Should we pare down the subjects taught for Key Stage 1 to focus on literacy and numeracy more (providing the context is still provided by those subjects)?

When all is said and done, as a family we will continue to compensate and will do so for the rest of his life. It is a worry and one that grows with his age – but that might happen to others for other reasons too I accept that. It is sad that he will never pick up a book and read it, even though it might be of great interest to him. His lack of independence is not something I would not want anyone to go through.