It isn’t at all clear that schools as such need to exist,
and it is certainly unnecessary for all children to go to school. We may assume
that there are some things, many things, which children need to learn, and
which a significantly large number cannot learn directly from their families.
Which doesn’t mean they can’t learn them at home or elsewhere. The modern world
should have changed completely the way education is carried out, but a combination
of lack of imagination, the desire of governments to monopolise the minds of
the young, and the demands of teachers’ unions, have meant that little has
changed. It is simply not necessary to herd children into buildings and
environments that are often unpleasant, to waste many hours a day throughout
their entire childhood being instructed in things they do not need to know, and
failing to learn the things they do. Attention is invariably focused, and the
law tends to encourage it, or even require it, on those children who cannot or
do not want to learn, and those who do or can must educate themselves as best
they can from the scraps that fall to them.
There is no real purpose to the continued existence of
schools as such. There is no defensible excuse for denying children half their
childhood for no reason, or for failing to do what you promised to do when you
forced them to sacrifice their freedom 8 hours a day.
Even so, the World Core Curriculum Movement is not
intrinsically wrong to try to identify the things that it is useful for
children to learn, but the conclusions they have reached are, to say the least,
open to question.
It is clear that they start with the more or less
unquestioned assumption that government is entitled to fill the heads of
children with whatever it thinks fit. Further assumptions transparently
inspiring this curriculum are that nothing much will change in the world other
than what they want to change, that more or less everybody is soft-left and
progressive like them, and most importantly, and dangerously, that the purpose
of education is to make the young fit the role-shaped holes that their betters
imagine they can create in society. They are pure utilitarians, sort of modern
Fabians. Other than that their list is little more than a collection of all the
things they can think of that children might be taught.
There is no apparent recognition that societies differ
greatly in their requirements and possibilities, and that children differ
greatly in their abilities, interests and aspirations. There is no apparent
recognition of the fact that what it is useful for children to learn and what
society might need them to know are not necessarily the same thing. (If the
main purpose of education is to allow one to make a better living, you need to
be educated in the things that are likely to be most in demand, taking into
account your own aptitudes, but society changes, partly in response to the
effort, the interests and the skills of the people who happen to make it up at
any given moment.)
They matter because they are influential. This is not some
insignificant groupuscle wittering away to itself, it’s being used already.
TETRAHEDRON:
|
Point 1 -- Our Planetary Home and Place in the
Universe
|
Point 2 -- Our Place in Time
|
Point 3 -- The Family of Humanity
|
Point 4 -- The Miracle of Individual Life
|
Yes, they call it the Tetrahedron, because they’ve split it
into four points. And in the original document there is a tetrahedron drawn
above it in case you missed the significance.
These four points are all very well, by all means encourage
children to marvel at the universe and our place within it, but it’s only the
start, surely?
If you click the
link you will see that the entirety of the Miracle of Human Life section could be
scrapped- it’s not school material- and the rest of it is a basic primary school
curriculum of the ‘getting to know the world around us” type. Well, perhaps not
basic, but most of it is fairly elementary “who I am” stuff. All kinds of
things that go beyond knowledge, all the things we acquire this basic knowledge
in order to be able to do, the cognitive skills required to use it
productively, and to change the world for the better, are summed up in one
throwaway line that looks as though it wasn’t even finished properly:
Teaching to question,
think, analyze,
synthesize, conclude, communicate
The following point I do find interesting, though, even if
they have chucked it in a dusty corner of the list:
Teaching to focus from
the infinitely
large to the infinitely small, from the distant
past and present to the future
It is rare to find people who appreciate the importance of a
very broad temporal, geographical and social perspective on the universe, so
bonus marks for that.
But it lacks imagination and ambition, it focuses far too
strongly on ideas of civics and citizenship, of the ‘know your place’ variety,
and it will, I strongly suspect, be implemented by the people like
these, and
like those described
here. And it’s coming soon to a school near you, if it
hasn’t already arrived.
They are planning for tomorrow with yesterday’s ideas, and
it isn’t going to work.