Chapter 3 - Ethos and Aspiration

Core Conditions for Aspiration and Well-Being; Security, Trust, Consistency in Procedures and Relationships; Grace and Humanity in Relationships; Ordered Freedom, Entitlements and Responsibilities; Aspiration for Learners and Leaders of Learning; A Charter for Aspiring Learners; A Charter for Aspiring Leaders of Learning

This chapter will explore how we can create an Ethos of Aspiration and Well Being in educational institutions which suits the nurturing of individual young people’s development.

We are moving towards a 21st century vision of a dynamic learning institution which provides the conditions for encouraging well-being and to support learning and personal growth.

We will be building on the idea and energy of Self Development (Chapter 1) and those important conditions and those characteristics of early personality development (Chapter 2).  We look to see how we can build these into an institutional approach.

Rather than ‘look down’ from a governance, hierarchical outlook through a specified curriculum, and quality indicators of outcomes (though these criteria may be pertinent), we are ‘looking up’ from the viewpoint of meeting the universal needs of all our young people, including, and especially, the more vulnerable.

We are intent on looking at how we build up the institutional vehicle from these needs, rather than how we oversee, assess or test it.

This comes at a time when there are calls from different directions to relook at educational institutions and to see if they are fit for purpose for the 21st Century.

There is consideration of strengthening the role of leadership, and the professionalism of teachers, and questions regarding the hierarchical structure and control of Education:

·         Structures often limit freedom at classroom level;

·         then there is a need for better mental health, well-being;

·         and a better understanding of social and emotional intelligence;

·         there are questions regarding the role of assessment and its impact in the classroom;

·         the organisational structure and governance of schools;

·         the balance of power of control and influence;

·         how institutions should react when faced with the new technologies and social interaction on the internet.

Leadership at all levels will have a tone and impact on realising the values and approaches of education. Each day brings forth challenges of change and reactions to change and our approach must regularly articulate themes for leadership to nourish.

Leadership in schools has been given prominence internationally, and hence the appreciation of clear-sighted values playing a strong part in leadership.

Importantly, as leaders, at all levels, we define ourselves as ‘educators’ as opposed to administrators, inspectors, managers or even teachers. Educators are those who are sensitive to the needs of those in learning communities to promote opportunity for self-development, rather than just supposedly believe they inculcate learning outcomes.

This chapter is then about ‘educators’ exploring Vision and Values into experiential practice and aspiring to become Learners and Leaders of Learning.

 We are living the notion of Education as forever 'Building Out'. This is true 'Lifelong Learning'.   

The accent then of the three core conditions outlined below are to create a collaborative Ethos and one of more cooperation, and less hierarchy and top down authority.It is reducing on the one hand Authoritarian influence but also resisting being too 'Laissez faire'.

It is providing an Ethos which moves more towards the development of personal responsibility and freeing personal aspiration. The associated idea is one of a growth and respect for each person's boundaries of self-responsibility in learning and impact on others.

 We are saying that to act as an educator is to give vision to the place of nurturing the three conditions of 21st Century Education:

• Security: Feeling Safe in Relationships and Routines
• Ordered Freedom: Space in Time and Choice to have time to Play and express Uniqueness
• Grace: Recognition of being Human and having the Dignity of Forgiveness and being Unique.

To conclude part one of this book we summarise those three principles through Charters, one for the aspect of all as learners, and one for the aspect of all of us as leaders in learning. They bring together the reasoning and thinking behind these first three chapters.

Charter for Learners and Educators;   Leaders of Learning  2. DEVELOPING A 21ST CENTURY APPROACH