Maybe it really is me. Who has the problem, that is.
I’m in the early stages of preparing for a third contract at the College – starting in September, back in the Politics department, this time for the whole year. To be clear, I’m not in the least unhappy at this prospect – nor at working again with a team of excellent people, with whom I sparked last year.
I need to decide on the approach for this new situation. Particularly as a fixed-contract part-timer, how far should one expect just to ‘slot in’ – and how far to bring one’s own way to doing things?
I’ve always believed that the point of being a ‘professional’ is that one is meant to use one’s own judgement to deliver the best outcomes of which one is personally capable. I choose my words carefully – because that may not mean precisely the same thing for everyone. But a truly reflective individual (as I have always tried to be) is surely best placed to know how to play to their own strengths, and in the case of education to deliver something truly bespoke to one’s pupils.
I’m not talking about going completely off-piste, because it is of course essential that benchmarks are in place and that there is some consistency to what is done. But the education world now seems so in hoc to the Exam Specification that the prospect of even minor deviations from it seem to induce cold sweats in many. Once again, this seems to be the default I will encounter – because it is, everywhere. (To be fair, the department seems more relaxed than many).
But yet again I am finding that my own thinking makes it difficult for me to stay within the strict and narrow confines of an “approved approach”. I am fully aware of the fact that it was my insistence on retaining what others saw as an unacceptable degree of professional freedom that got me into hot water at my previous school. Maybe I am just terrible at being a team player – but as regular readers of this blog will hopefully know, I am no gratuitous maverick. All I ever try to do is think widely about the process of education, and quite often that leads me to conclusions that others seem to find challenging. But what is important here? The obedience and compliance of one’s employees – or the fact that that they individually deliver excellent education? (While I might hesitate to call myself excellent, there is plenty to suggest that I do not fail – except in the eyes of those who can’t cope with diversity).
When faced with an exam specification, my instinct has never been simply to start at the beginning and work through to the end. I have always treated such documents as a guide, a route-marker that defines what is ultimately required. But I have always felt that there needs to be room for creative interpretation – be that reorganising material in order to create certain connections or emphases, perhaps because of certain resources or activities one knows work – or because one feels that one can enhance one’s pupils’ understanding by doing things slightly differently. Were syllabuses ever meant to be the straitjacket that they have become?
As far as I am concerned, there is a very fundamental issue at stake here, one from which I always begin: what is the point of doing what I am about to do with my students? Is it simply to acquire a piece of paper with some grades on it? Is it to shove the school further up the exam league tables? Or is it to give the student a meaningful insight into something that they previously knew little about? To give them a shot of wisdom that might, in some as yet unknowable way, allow them to go on and lead a richer life? Regrettably, I have increasingly felt that the real answer is to provide clear-cut outcomes for those who deliver the education, thus creating an efficient conveyor belt.
It is Unknowability that is the problem. For me, both personally and in terms of what I provide for others, my assumption is that education is about tackling uncertainty, not the opposite. It is the means by which we recognise the imponderable nature of existence and seek to approach it in what we hope will be a meaningful and effective way. It means – even as a teacher – being able to admit to one’s pupils that there are things that you don’t know; that perhaps no one knows; that in many fields, answers are rarely black-or-white. To do that, we first need to be comfortable with the situation ourselves.
And yet I remember the stark advice from early on my teacher training course:
Never Admit You Don’t Know Something.
(Given what a progressive course that was, this always struck me as obscenely dirigiste, and perhaps set me (or those who accepted it?) off on the wrong trajectory right from the outset).
The present question concerns how to begin a course in what will for many students be a new subject, in a way that makes what follows meaningful. We often neglect the contextualisation of what we do with students – which may be why some fail to see “the point” of it. The advice has been just to launch into the syllabus; personally, I am more inclined to spend one, perhaps two sessions, doing some reflection about the purpose of politics (beyond its being something you get an ‘A’ Level in), and exploring the students’ prior conceptions and biases. I have some activities that can do this in a structured and defined way. I am working on the assumption that many sixteen year-olds won’t actually have much idea about what Politics really is or does – certainly not anything like as much as highly-expert specialists who teach the course might assume when they “just dive in”.
The question is whether this would be time well spent. Conventional wisdom seems to be saying more loudly than ever that anything that doesn’t appear on an exam paper isn’t worth doing. I struggle to accept that. It still seems to me that the route to the most effective learning, whether for an exam or not, is sometimes oblique; that going around the houses in a way that may seem to cost time can in the long run pay handsome dividends of motivation and insight. All my prior experience suggests that this is so; what it needs is the freedom for the individual to judge and devise how to do it in an effective way.
I’m inclined to do it anyway, as I did on my previous sojourn in the college, where I believe the approach proved itself once again (the feedback from the students when my contract ended after a few months suggests so…). The problem is, it immediately risks putting me in conflict with those who believe in sticking rigidly to the syllabus – and they tend to be the ones in charge.
As I said, there is a very fundamental division here. In recent decades, the education world has moved decisively in the direction of wanting certainty: the certainty of being told by others exactly what to teach and how to teach it; the certainty that what the exam syllabus says about a subject is the truth, and nothing but. The certainty that regurgitating same in an exam hall is the mark of being a successful and educated person. The certainty that exam results are the only validation of that process needed. Certainty is what the corporate world (believes it) needs: it is what organisations largely try to function on; it has little to do with the hesitant process that is real thought, or the real nature of the world at large. Coming to believe otherwise is the major flaw in allowing the corporate tail to wag the intellectual dog.
Yet like all education, it does work – if only in its own terms. It has certainly shifted the national perception of the methods and purposes of education and conflated it with what in my mind is the very respectable but entirely different process of Training. Namely the up-skilling of people in specific, known fields – but without much in the way of philosophical underpinning.
It has profoundly affected the mind-set of generations of people in this country, whose lives seem to require all sorts of illusory certainties in order to function and make sense.
The trouble is, my own education seems to have done the opposite: to have made me sceptical of those who claim to offer certainty, of the notion that there is only ever one answer, and that the direct approach is always the best. That divergence has only been strengthened by my repeated experience of what happens to people’s minds and behaviours when you start giving them the opportunity for critical, as opposed to uncritical, thought.
That, to me, is real education: the ability to deal with the uncertainty of our time on this planet, not stick our heads in the sand of the opposite. As if more proof were needed, the past few years have dealt the population of this country massive doses of uncertainty – and they still do, daily.
We are not, collectively, dealing with them well. When our illusory certainties come up against the uncertainty of the real world, the latter tends to win.
Nationally, we have coped much less well than many other countries, including ones to whom we might have considered ourselves superior. How much has the diverse nature of education systems had to do with that? Do systems that encourage introspection and philosophising have an edge when it comes to societal behaviour?
It seems to me that the widespread public inability to separate sometimes-conflicting ‘facts’ from patent fiction (and tendency to grasp at the latter if it seems more comforting), to identify sensible priorities and to make reasonable decisions in very uncertain times – not to mention the anxiety that the inescapable need to do so has seemed to have induced in many – is all the proof needed that desirable cognitive outcomes of our current educational approach are grossly absent. We may be packing people full of qualifications – but it seems to me that we still have a massive deficit of basic cognitive ability. If universal public education is about anything, it is surely about addressing such issues.
There is no syllabus available for telling you how to survive a pandemic.