👯♀️ Secrets of the VIP Party: Why the 1% Love ‘Ritualised Waste’ — “Post-pandemic, in a broader sense, you glimpsed an immediate reckoning and disgust with ostentatious displays of wealth in the context of COVID-19. We saw some instances where people would make statements like ‘we’re all in this together’, while broadcasting from their luxury yacht or private island, followed by a backlash. I think they’ve quickly learned not to do that since…”
This is an incredible read: an interview with a former model turned sociology professor.
💳 Germany To Let Citizens Store ID Cards On Smartphone — “The Interior Ministry said Wednesday that from this fall, citizens will be able to use the electronic ID stored in their smartphones together with a PIN number to prove they are who they claim to be when communicating with authorities or private businesses.”
It’s Germany, so I’m sure they’ll do this sensibly, but it’s incredible to think how quickly smartphones have become an essential part of our everyday life.
🏛️ ‘A very dangerous epoch’: historians try to make sense of Covid — “It is not just the Covid pandemic that can make these feel like unusually significant times. Populism, Trump’s rise and (perhaps) fall, Brexit, the Black Lives Matter and #MeToo protests, mass movement of refugees, the increased might of both China and India and many other issues have contributed to a sense of humanity having reached a historic moment, all while the climate crisis rages with ever more urgency.”
People always think they’re living through unprecedented times. But in our case, we probably are.
🚸 Why there’s no such thing as lost learning — “The fact is that we – as a community of politicians, teachers and education experts – decide what any child must know, understand or be able to do at each age, not some natural law of learning. Why should a child know the structure of a cell membrane by the age of 16? I couldn’t know that information at 16 because it had not yet been fully discovered and described. But I learned it at a later stage.”
This is a useful post to point people towards, as the author does a great job of pointing out the ridiculousness of putting an arbitrary body of knowledge before the well-being of young people.
My views on privilege hardly need rehearsing here, but suffice to say that one of the main problems with our tiny island is the delusions of grandeur we have through outdated institutions such as the monarchy.
Quotation-as-title by Anthony Hope. Image by Tyler Nix.
This time, I want to talk about education. It’s been a decade since I left the classroom as a school teacher and senior leader but, just after doing so, I co-kickstarted a project called Purpos/ed: what’s the purpose of education? While the original website has long since gone the way of all digital bits and bytes, it can still be accessed via the Internet Archive’s Wayback Machine (which may take significantly longer to load than most websites, so be patient!)
My reason for returning to this project is that it seems that many people, especially parents and educators, are once again thinking about the purpose of education. There is even a UNESCO Commission on the Futures of Education to which you can add your voice.
Below are some of my favourite responses to the Purpos/ed campaign, right after a video clip from Prof. Keri Facer, whose work (especially Learning Futures) served as our inspiration.
Before the first Purpos/ed post was written, I jotted down my own off-the-cuff answer: “the purpose of education is to aid our meditation on purposes — what should we do, why and how?”. I know that’s a bit glib, but it adds a reflexive twist to this debate: how sophisticated and sensitive to changing context are our education systems and discourse? I worry we may be in for a rude awakening when the education squabbles of the Easy Times are shown up as an irrelevant sideshow when the Hard Times bite.
Education should not be just be about the ‘system’ or the schools, it should be about the community and drawing on the skills and knowledge that is within our local communities. Enabling our children to learn from what has gone before to ensure that they enhance their own future. For many education provides an escape, a way out that broadens their horizons and provides them with opportunities that they did not realize existed, that can ultimately provide them with richness and most importantly happiness.
The internet provides us with rich and free spaces for expansive learning. The institutions only have left their monopoly on funding and on certification. And so capitalism has begun a new project. The first aim is to strike out at democratization of learning by privatizing education, by deepening barriers to equality and access. And the second more audacious aim is to privatize knowledge itself, to turn knowledge and learning into a commodity to be bought and sold like any other consumer good.
Thus we find ourselves at a turning point for the future of education. The contradictions inherent in the different views of the purpose of education do not allow any simple compromise or reform minded tinkering with the system. For those that believe in education as the practice of freedom there are two challenges: to develop a societal discourse around the purpose of education and secondly to develop transformative practice, as teacher students and student teachers.
Education should critically ensure children, young people and adults are equipped to be unsettled, to be confronted by difference, to be changed, and to effect change. Education is a conduit to different cultures, different places, different times – to different ways of thinking about things and doing things. Education provides us with an introduction to things unimagined and unencountered. It should provide the critical challenge to examine our beliefs, interpretations and horizons, the ability to reexamining ourselves in new contexts, to develop new interests, to review the ways in which we understand ourselves and our place in the world. The purpose of education should be to expand expectations, not to confine them – to support our learners in understanding the impact they can and do have on their world. We cannot expect education built upon, and educators who model, a fixation with certainty and inflexibility to meet the urgent and ongoing needs of pressing social, economic and political change.
For me, the purpose of education is to become a better human being; recognising that we share a commonality with others around us and that we are bound to the ones who walked before and the ones to come. It allows us to draw on the experiences of the past and help prepare us to face the future (with all its attendant opportunities and issues). Conceived in this sense, it allows us to remove the primacy of the veneer (worker, teacher, student, friend) and reinstates these (important) roles within the context that they form part of a larger whole. Doing so would also allow us to rethink the relationship of means and ends and unlock the powerful impact this reconfiguration can have for the lives of people around us when we do treat them as they should be.
The desire to learn is woven into the concept of contentment and that, for me at least, is the basic purpose of any education system. Contentment can flourish into happiness, riches, recognition or any other myriad of emotional and material gain. But without a content society, with an ambition to continually discover and question the world around them throughout life, we end up with society’s biggest enemies: complacency, stagnancy, apathy and ambivalence.
An educated population is probably the least governable, the most likely to rebel, the most stubborn and the most critical. But it is a population capable of the most extraordinary things, because each person strides purposefully forward, and of their own volition, together, they seek a common destiny.
Education, it seems, is the method by which we attempt to make the world come out the way we want it to. It is about using our power to shape and control the world to come so that it comes into line with our own hopes and dreams. In any way we move it, even towards chaos and anarchy, we are still using our power to shape and control the future.
It is make or break time for humanity and we have a responsibility to draw a line in the sand, admit our mistakes and create a system of education that can begin to undo the harm that we have done to the world. For all the talk over the last twenty years of the ‘global village’, it has not stopped us continuing to destroy our planet, to wage wars and to continue to ignore the inequalities in society. What is the purpose of education? Surely, it is to create unity by helping future generation to recognise the values that humanity share.
As Purpos/ed was a non-partisan campaign, Andy Stewart and I didn’t give our views on the purpose of education. But perhaps, in a follow-up post, it’s time to explicitly state what, for me, it’s all about? I’d certainly like to read what others are thinking…
Quotation-as-title from Antonio Gramsci. Header image via Pixabay.