I have never been good at this time of year. No teacher is going to win much sympathy for coming to the end of six weeks’ paid holiday – but that doesn’t negate the difficulty of switching from one mode of life to the other. I am dedicated to my teaching, but I am not one who can’t wait to get back to work. Our profession may be important, but it is still subsidiary to the living of life as a whole.
While it is probably true that the thought of returning is worse that the doing, I nonetheless find it difficult to remain upbeat over the few days before the old routine re-establishes itself. And this year my feeling is somewhat heavier than usual because I am no longer convinced that my school values or supports my presence. Last year definitely qualified as my annus horribilis, and while the new prospects ought to be brighter, certain circumstances have created a gnawing doubt, despite the results being fine. Maybe mud sticks…
But I think the end-of-holiday sensation is about more than that. Dr. Giles Fraser summed it up well in ‘Thought for the Day’ on Radio Four’s Today Programme a few days ago (can be heard here, at least in the U.K., for the next seventeen days). Even leaving aside the religious overtones, his suggestion that work is about Doing while play (and by extension holidays) are about Being sums it up neatly. Importing the workplace ethic into leisure time is fruitless: the notion that leisure ought to be professionally or economically productive alters its very nature. Or put another way, replacing its intrinsic value with extrinsic aspiration destroys it. True leisure is not about doing things that have external value, or even being loosely competitive (except possibly with oneself); one’s other obligations accepted, it is about a simple state of Being for its own sake, something akin to Flow. This is a counter-establishment wisdom worth striving for, and certainly passing on to the next generation: leisure is a valuable part of life.
I’m just not persuaded by those who imply that the sole purpose of life is to be economically productive. Were I to follow that doctrine, much of what makes my own life worth living would simply disappear. I don’t see much evidence around me that a life devoted solely to economic functioning is healthy, socially beneficial, or popular – and what’s more, the self-evident recharging of the batteries, and the visible increase in life-satisfaction that comes from leisure would just not exist.
This is why this transition is hard. But as with so many non-material things, it has become harder as the purpose of education became more economically-driven. When teachers were largely autonomous and intellect-driven, it was probably easier to import some of that sense of Being into one’s work too. But in these days of accountability and hard-headed management, there are just too many external, uncontrollable factors dictating one’s day-to-day functioning. The attendant loss of autonomy, as compared with holiday times, makes the transition from one to the other harsher, no matter how inevitable.
I am certainly not idle in my holidays: apart from time spent abroad, much has been done in terms of home improvement and in fulfilling various other roles. But the flexibility largely to follow one’s own schedule is priceless – as is the mental space it creates for an amount of day-dreaming – for which read Big Picture Thinking. These are the conditions I need for thinking about the underlying principles behind things I do, be they the next projects in my various hobbies, my responsibilities as Chair of the mutual company that runs the old building in which I live, and yes, to some extent my profession and the lives which it is supposed to enrich. There has just been the simple pleasure of doing things without too much need to watch the clock or to follow someone else’s diktat.
I have serendipitously researched a completely new avenue within one of my hobbies – and as my last two posts described, very unexpectedly got entangled in the political debate within the Labour Party.
In some ways, that last experience sums it all up: as a columnist in The Independent wrote a few days ago, the establishment backlash against Corbyn shows what happens to people who dare to question supposedly-accepted norms, of which the primacy of Work and The Economy are the sirens of our time. The out-casting of reactionaries is hardly new, but the implication that anyone who proposes something different can only be a naive idiot has, in its own right made me all the more convinced that Corbyns are very necessary. So has the implication that there are some world-views which “we all know” are now beyond thoughtful debate. Like the fact that it is possible to create a kinder society.
Corbyn is a symbol of anti-managerialism – or the view that we already have the best of all possible worlds and therefore nothing can or should ever be different – precisely the unambitious ‘realism’ of the other Labour candidates. Managerialism can afflict anyone: it is a state of mind borne from a defeatist, utilitarian view of the world where all we can do is tinker around the edges. The fact that it reinforces the status quo is of course as coincidental as it is ironic that the same message is pedalled by authoritarian regimes around the world. And the same could be said for Education, which itself increasingly functions in a similarly autocratic manner…
In a society that claims to be democratic and educated, the right to disagree has to be worth defending in its own right.
The suggestion that people who put their principles first are somehow naive or otherwise unrealistic is a criticism that has come my own way more than once. But the view that contemporary politics, education and indeed life, can be about nothing more than bland, unimaginative pragmatism creates a false dichotomy – vested interest wrapped up as supposedly hard-headed realism; whether of the Left or the Right barely matters. This is not an inspiring message for the next generation, so it is perhaps not surprising that many of Corbyn’s supporters are young.
It is not as though the current incumbency (in education or politics) has delivered bounty to all: the narrowing of acceptable values, priorities and occupations has hardly made for an inclusive, democratic society; one might have expected that the realists would have spotted that exclusion is the surest way of breeding rebellion, of pushing moderates towards the extremes – but that is clearly an abstract too far…
Ideals are a much-undervalued asset. They are the soil within which tolerance should grow, where day-to-day actions are informed by bigger intentions and insights rather than the unquestioning ‘busy-work’ demanded by small-minded managerialsm. That is equally true in politics, day-to-day lives – and education.
Its enforced loss reduces potentially rich lives to mere existence – we all need greater and more humane things to strive for, however incomprehensible they may seem to our critics. Destroying them is counter-productive: it is in such situations, where people no longer feel they have a meaningful stake or purpose that they turn from would-be loyal employees/citizens/members into sceptics, if not cynics. Of all the professions, Teaching ought to understand that.
In the final reckoning, the end-of-holiday blues comes from the knowledge that the Being of the last six weeks now has to go back in the box, to be replaced by the Doing of a system that (like the political system that directs it) now largely involves the ideal-less busy-work of managerialism. As though there were no alternative.