On finding a voice and learning by doing
I’ve lived through an educational revolution in England and I didn’t experience it as a good one.
I trained as a teacher in 1973, and my dissertation then was on Ivan Illich’s Deschooling Society. I also referred a lot to Teaching as a Subversive Activity by Postman & Weingartner and Paulo Friere’s Pedagogy of the Oppressed.
Try doing that nowadays in UK teacher education. Nothing to do with delivering the National Curriculum? Forget it! We can’t waste time encouraging our teachers to think, or worse still, dream! Why, it might rub off on the pupils, and what mischief might that lead to!
Whatever and whoever I taught, I wanted them to think. I wanted them to question. I wanted them to experience places and people outside their own limited surroundings. I didn’t want them to be trapped by fear of the unfamiliar, or intimidated by dogma or deceived by marketing and spin. I wanted them to be the best they could be. To be ready to take on the world. To know they mattered. To have their own confident voice.
I still want that.
I can’t change my ways. I’m obviously a bad old person. I won’t accept that I should just bow out of active life, shut up and wait for kindly euthanasia. I still value the sheer enjoyment and frustration of learning by doing, of jumping into new experiences, of finding out with the help of enthusiastic mentors and the company of others along the way.
While I may not be going out into the forest any more to plodge around in muddy streams and discover strange living things, I’m exploring the online world of blogging and social media, and encountering all its weird life forms, its good angels and its monsters.
And, by so doing, still playing my little part in fighting the grim Mr Gradgrinds in their dingy classrooms and their endless “Facts! Facts! Facts!”. Fighting for creativity and joy in learning and in valuing others for their unique humanity, not for what they can deliver to the economy of an all consuming state.