“I wanted her to learn piano because I thought it would be good for her soul”.
So commented ‘Pique Boo’ recently on my blog.
‘Good for the soul’ is an extremely important aspect of what learning is – and one that I think has been almost entirely forgotten by educators. Thanks to the daily pressures of the job, I (nearly) include myself in that, for all that I genuinely subscribe to the sentiment, and I should thank Pique Boo for reminding me of it.
Whatever the technical debates about this policy or that, education remains for some people fundamentally a matter of individual personal development of the most intimate, profound, reflective sort. I think it is the same experience of something completely intrinsic, intellectual, even spiritual in nature that perhaps drives enquiring minds, to a far greater extent than those obsessed with the mundane ticking of boxes ever realise. It is precisely this kind of matter that has become almost entirely lost on present-day managers, policy makers and maybe even teachers.
I think it also sums up why I feel vaguely uneasy every time I encounter education being discussed in coldly mechanistic or materialistic terms: people who do this seem to have entirely missed the point of the self-discovery that it can provide. Every time such discussions take place, it is a reminder of just how far from their true remit modern education systems have strayed. ‘Good for the soul’ is in fact why I teach, and what I try to do for my pupils – and what a system devised by hard-heads sometimes criticises me for.
‘Good for the soul’ also serves to illustrate the artificiality of the divisions created within such systems. For example, when a true sense of intellectual enquiry is present, notions of ‘accountability’ dissolve – no one need be accountable for something done completely for love. Even formal distinctions between teacher and pupil become less significant when the undertaking is almost a shared enterprise.
It is probably asking too much to expect many young people to see the matter in this way, though I think it is far from impossible by the time they reach the sixth form – but that should not in itself invalidate the sentiment as an ideal.
And when it comes to debating the pros and cons of different types of education, I think it is important to remember that some people at least, wish their offspring to have this experience if they are capable of it. I cannot see that this is an unreasonable aspiration for a school system, and it might actually do society good if more emphasis were placed on it. Schools that are not good for the soul are still failing at least some of their pupils – and arguably, all of them.
This post is not intended to be a continuation of the previous debate on selection – but it strikes me that so long as people propounding certain models for education fail to take account of those who wish to have their children educated in ways and surroundings that are ‘good for the soul’ – and to ensure that suitable provision is made for them – then we are unlikely ever to make much headway in truly resolving the resultant issues.