“It is the mark of an educated mind to be able to entertain a thought without accepting it.” Aristotle.
I’ve taken some flak over the past weeks for my defence of selective education – though to balance the record, there has been quite a lot of support too. Politically speaking the matter seems to have gone quiet again – I suspect May has other matters on her mind, but just possibly she is beginning to realise the scale of the opposition she faces.
If the latter is true, she will have regrettably squandered a once-in-a-generation opportunity for a grownup debate about the fundamentals of the education system in this country. Still, I suppose that is just par for the course when one considers the level of discussion on other pressing matters in recent times. Once again, however, the casualty will have been the state of the nation in a country where far too much is still determined on intellectually weak grounds such as prejudice, vested interest and historical precedent.
My own position has perhaps shifted a little during the past few weeks, in particular as a result of reading some of the (unfavourable) findings of international research on the impact of selective education. I would repeat however that the fact I was prepared to entertain the argument did not mean I fully endorsed it. I will leave readers to decide whether that makes me educated or not!
Neither does it mean that I have executed a neat U-turn. What it does show is that the debate is both complex and multi-faceted, and far too complicated to be reduced to a simple black-or-white false dichotomy. I concede the potential price of badly-executed selection but argue that this does not mean that what I prefer to conceive of as ‘specialised’ educational provision is inherently a bad idea. This is the debate that will probably never now happen.
Instinctively, I believe that schools should perform a role of social integration, and that implies being non-selective. What concerns me, however, is the reality of the situation, which I increasingly perceive to be the cultural and perhaps academic debasement of the education system, such that most rather than some are now deprived of the riches that the best of it used to deliver. My impression is that it is now left to a rump of the education system, much of it fee-paying, to sustain the highest levels of culture, intellect and general talent in our country – and that is more rather than less divisive when it comes to opportunity.
The rallying-cry of the early proponents of comprehensives was ‘grammar schools for all’, and on the surface it is hard to object to the sentiment. But as I argued in previous posts, this is based on the assumption that ‘all’ even want, let alone would cope with, a grammar-school style education. Quite frankly, many of the children I teach would probably founder under such a regime, and would in all likelihood detest it as well. I can see no reason why less academic children should be forced through a schooling that they actively dislike because it does not meet their needs, any more than academic ones – but that is what arguably happens nowadays anyway, since academic success has become the benchmark against which all are judged. I really don’t blame the disaffected ones for resenting being put through a system in which they feel they can only ever lose. For that is the harsh reality, whatever the growth mindset might claim.
But the consequence is that their disaffection – or at least the need of schools to try to counter it through the culture and methods they employ – still comes to dominate the character of many schools, both through their implicit needs, and more visibly through their behaviours. Regrettably, it seems to me that one of the markers of lesser intelligence is an inability to empathise with the needs of others; the disaffected or unruly are not about to shut up for the sake of the boffins in their midst. And it is still this dilemma that informs my support for finding a different solution – for the good of all concerned.
‘Grammar schools for all’ might be a noble ideal – but in reality this has simply not come to pass. If this sentiment really meant what it appears, then those of us who experienced grammar schools, who still endorse and hopefully embody their values and cultures, and whose teaching style derives from them, would be embraced by those who wished to spread such opportunities to all.
Instead, I – perhaps we – have spent a career being forced to deny my provenance and cultural-academic values, and to change my techniques to accommodate those whom it was claimed would not cope with them. Education more widely has been moved away from the cultural jewel that it (partly) was, towards a form of mass entertainment-cum-employment training. This means that the educational opportunities available have effectively become limited by the inability of some to cope with them, and that is no more ‘democratic’ than the converse.
It is probably a pragmatically sensible position under the circumstances – but grammar schools for all it most certainly is not.