Chapter 4: Building Out Education

We look at how we may broaden out our understanding of ‘education’ and reflect on how personality development can be nurtured. 

We will discuss the current emphasis on the didactic approach to most learning and teaching. We will take into consideration some other viewpoints about how we learn, from life experience, play and intuition, and from our peers. We will look at how ownership and choice as well as mentoring and coaching can be of value.  We will suggest a more balanced and varied approach to methodology and organisation, and education as a lifelong entitlement.

Summary.

We look at two philosophical approaches to learning. We appreciate that education can be understood in two ways: to form and mold, or to build out and expand horizons. We advocate balance in these aspects.

We appreciate that we learn in different ways a) from experiences and observations of others b) from being part of groups and being influenced by peers and colleagues and c)  having space to learn individually.

We appreciate our innate ability to learn, and how play and having personal space is important.

We notice how others, as teachers, mentors and guides can assist learning, particularly by focusing on our strengths and hinting and  advising on how we can take the next steps.

We can appreciate that practice in skills needs focus, determination and ownership, and that there are complimentary times when we need to relax and play around with our curiosity and using our skills in contexts.

We appreciated that synthesised learning  benefits from Skills development and also in more personalised exploration in Contexts.

We question the linear timetables of institutions which are based on ideas of curriculum coverage by expert teachers, who become gatekeepers.

We highlight creative approaches based on themes as in Storyline which are memorable and have impact.

We wonder about personal choice and its impact on motivation.

We advocate more collective decisions about the appropriateness of Skills level for individual pupils.

We encourage the development and opportunities for individuals to exert influence on their choice of thematic study. 

We question strict age group cohorts, and move towards more flexibility in apprenticeship, peer to peer, and learning collaborations.

Rather than seeing school as a unified class experience being led by a teacher or teachers through ascribed courses, and being taught how to meet the success criteria, we value rich experiences of different kinds, offering opportunities to learn from others younger and older, and to focus on skills development, while offering personal opportunity to work and collaborate with others on creative and intellectual projects.

Education should be valued as a personal entitlement for growth and a life long experience. Schools and institutions should be enablers of opportunity, and sit alongside other routes for self development and growth.

Chapter 5:  Values, Meaning and Purpose:    or     Return to   Part 2 Menu