Hobbies are important!

Do enjoy the atmospheric picture of rural France below, because it’s really rather special…

 

Pempoul

…All the more so when you learn that it measures all of about two feet across, and was made by an extraordinarily talented couple called Gordon and Maggie Gravett whom I once had the pleasure of meeting, while their model Pempoul was still in its early stages (it took twenty years to complete). If you’re wondering what model-making has to do with education, please bear with me.

The Gravetts’ work has been filmed by BBC4 and their model now has a five-year waiting list for exhibitions. They also draw people from long distances to hear their lectures. Whatever your impression of railway modelling in general, these people are surely artists, as are those responsible for the picture below, Pendon, which is also a model.

pendon

I wonder what the teachers of people such as the Gravetts would make of their success. I doubt it is something that could have been anticipated in the classroom, though it wouldn’t surprise me to learn that they had been good at art. It is people like the Gravetts – not to mention my own lesser activities in the same field – that cause me to struggle with those who choose to narrow educational objectives to exam results, qualifications and ‘progress’ shown over the course of a matter of minutes rather than years, who choose to render the purpose pointlessly self-conscious and entirely mercenary.

The life of the mind is not , and should not be, restricted to a few narrow aspects of mundane practicality; in reality, it affects everything we do: not only work, but relationships, home-keeping, raising families – and fundamentally ‘pointless’ activities like hobbies. In short, it can enrich every aspect of one’s life. While we still hear platitudes about the ‘breadth’ of education, I wonder how many people really still believe it – but here, in the world of hobbies, is a very real example of the wider impact that developing one’s mind can have.

If you asked any teacher in the country what the point of education is, I very much doubt they would say railway modelling. And yet, why not? Both the Gravetts and the Pendon team have demonstrated high levels of critical thought, historical research, ability to synthesise and then realise their designs as they strove to reproduce the essence of 1950’s Brittany and 1930’s Berkshire respectively, to the ultimate degree of historical fidelity. They have high levels of both knowledge and practical expertise, indeed they have reached the top of their field – and who is to say this isn’t as important as sport or music or painting or literature? Or that their expertise is any less important than workers in more recognised fields? All they have chosen to do is to communicate their knowledge in a different format; the fact that railway modellers are still widely seen as anoraks isn’t their fault. More importantly, they have found something that is utterly absorbing and deeply rewarding.

I think it is no coincidence that many of the most intelligent people I know/have known have all engaged in often-arcane hobbies of one sort or another, for it is simply the mark of an enquiring mind that it rarely rests. The point of education is both everything and nothing: it is just about what happens to the mind as it is exposed to developmental opportunities, and an enquiring mind will never tire of seeking new material. Such a mind should be able to bring itself to bear on pretty much anything it encounters – which is why attempting to narrow its ‘purpose’ to the passing of exams, the securing of jobs or the earning of cash is such a betrayal, such a mark of the lack of real appreciation of its potential, of the death of the imagination. It represents the abandonment of the admittedly subjective enrichment that an active mind can bring, in favour of a dull utilitarian view propagated, I suspect, by those in grey suits who lack the imagination to have creative hobbies themselves.

I used the word ‘talented’ earlier on. Yet the current vogue for the Growth Mindset would have it that talent is much over-rated.  Could just anyone produce these masterpieces? Well, the materials and techniques used are surprisingly mundane; what is more defining is the attention to detail which comes from that fine eye, a willingness to experiment, a refusal to accept second-best and a persistence that sees the Gravetts scribing each stone of each building separately – and then painting it equally. Could just anyone do that? Possibly, yes. Can everyone develop a ‘fine eye’? Possibly yes. Hobbies can be empowering in a way utterly consistent with the Growth Mindset.

My own interest in railways and modelling has sustained a two-way dialogue with my wider intellectual and educational self for nearly fifty years now, virtually as long as I have lived. It was railways that first taught me my geography and which stimulated a wider interest in that subject; conversely, my academic discipline has brought a depth of insight to my hobby that otherwise probably would not have been there. Model-making was also where I first experience the phenomenon of Flow, and once you know how to cultivate it, you can do so elsewhere.

Working in a fairly disciplined hobby really does provide vast developmental opportunities: were it not for model-making, I would never have learned to solder, to etch and to airbrush. I would have a lesser understanding of electrics and electronics and my carpentry skills would be less developed. My ability to work with precision with would be non-existent. I would not have learned the rudiments of photography. But perhaps as importantly, I would have less-developed patience, eye for detail, appreciation of the need to plan and set myself objectives, and above all, sense of empowerment that comes simply from knowing I can do things. What’s more, by the sharing of these things either in ‘meat’-space or virtual space, communities are formed, and I encounter people whom otherwise I would be very unlikely ever to meet – largely in an altruistic and generous-minded context not always present in other aspects of life. Some have become good friends.

I hope it’s a little clearer now why I chose to discuss such an esoteric field: when one examines activities which are utterly elective, and in some ways utterly pointless, then it throws the whole issue of people’s abilities and motivations into stark relief. It also permits a discussion of these issues unburdened by all the usual educational agendas. Yet I challenge any educationalist to deny that the disciplines discussed above are important.

In many ways, hobbyists are the epitome of the educational ideal: people doing and discovering things simply for the pleasure of doing so. And for all that education can help in the more pragmatic elements of life, I believe that some of its greatest rewards are to be found in purely intrinsic expressions of what it can do. We need to ensure that our pupils understand this too.

I will end with another view of the Gravetts’ talent –  small-town French life captured to perfection.

Pempoul2

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