WHAT SHOULD BE THE PURPOSE OF EDUCATION?

Hello Bloggers!

To begin this blog I will discuss what I believe should be the purpose of education and why. I will also explore different perspectives on what quality pedagogy entails as well as what it means to me. I believe the purpose of education is to develop creative and autonomous thinkers. However, this does not seem to be at the heart of education today. Politicians and government believe that the point of education is to improve the economy (Hicks, 2010). This is supported by neo-liberalist approaches within school settings such as, PISA (Programme of International Standardised Assessments), where we are competing with other countries to have the best exam results. This indicates a ‘measurable’ education and according to Wiercinsky (2011), it is difficult to be creative when you have a ‘manufactured’ and measurable education system. Therefore children are taught how to pass exams, not to retain knowledge and be independent thinkers. This reflects a type of pedagogy where teachers are just transmitting knowledge. Montessori (1912), disapproves of this kind of pedagogy where teachers expect children to sit and listen rather than have creative and experiential learning. This is similar to what Freire (1996) believed, as he thought if learners used first hand, relevant experiences to help solve problems, as well as creativity, it would have a positive impact to their education.

Bartlett and Burton (2016) suggests that pedagogy is the method which teachers use to instil knowledge to learners. However, Donaldson (2015) believes that there is more to pedagogy than just approaches used within classrooms, teachers should be able to inspire children to want to learn by being creative and innovative. This is further reflected within the Plowden Report as it explored the importance of creative pedagogical approaches and child centred learning (Bartlett and Burton, 2016).

According to Roberts (2006), there is a strong link between effective independent learning and creativity. This is supported through school autonomy and student voice (DfES, 2003). Waite (2011), believes that teachers need to give learners opportunities to have autonomy over their education, as they are more likely to have an effective learning experience if they pick and enjoy the activity or task. Many schools have incorporated a ‘student voice’ approach to give children the opportunity to communicate with teachers about what they would like to learn and in what way. It then becomes the responsibility of the teacher to incorporate those ideas into their pedagogy whilst linking it back to the curriculum. This is successful when both teachers and children are given autonomy over teaching and learning. Carroll and McCulloch (2014) state that teachers should have some autonomy in what they teach and how they teach it.  This so that teachers are then role modelling autonomy and creativity, to encourage children to do the same (Donaldson, 2010). Children are then enabled to learn more effectively. Erikson (1959) suggests that autonomy is developed within us throughout our primary years and it is the teacher’s role to provide learners with opportunities to practice autonomy. Carroll and McCulloch (2014) state that if children do not then it can have a negative impact on their social and emotional well-being as it can hinder their ability to develop their independence and confidence.

I believe education is changing constantly as we move towards a more holistic learning approach within Welsh schools, following Donaldson’s review of the curriculum in Wales. However, it will be hard to implement, as we still have standardised tests which can make the curriculum rigid. This creates a barrier to learner autonomy and creative development which I strongly believe should be highlighted as one of the purposes of education.

Reference list:

Bartlett, S., and Burton, D. (2016) Introduction into Educational Studies, 4^th edn. London: SAGE Publications Limited

Carroll, M and McCulloch, M. (2014) Understanding and Learning in Primary Education. London: SAGE   Publications Limited

DfES (2003). Green Paper; Every Child Matters: Change for Children. Department for Education and Skills.

Donaldson, G. (2010) Teaching Scotland’s Future: Report of a Review of Teacher Education in Scotland. The Scottish Government.

Donaldson, G. (2015). Successful futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Welsh Government.

Erikson, E. H. (1959) Identity and the Life Cycle. New York: International Universities Press

Freire, Paulo. (1996). Pedagogy of the Oppressed. London: Penguin

Hicks, D. (2010, July). 'The long transition: Educating for optimism and hope in troubled times'. In 3rd annual conference of the UK teacher education network for education for sustainable development/global citizenship (1-28).

Montessori, Maria (1912). The Montessori Method. New York: Frederick A. Stokes Company.

Roberts, P. (2006) Nuturing Creativity in Young People: a report to Government to inform Education and Skills. Available at: 

http://www.robbyersuk.com/uploads/9/6/3/9/9639378/nuturing_creativity_in_young_people_report.pdf (Accessed: 04.11.17)

Waite, S. (2011) Children Learning Outside the Classroom. London: SAGE Publications Limited

Wiercinski, A. (2011). Hermeneutic Education to Understanding: Self-education and the Willingness to Risk Failure. Education, Dialogue and Hermeneutics. London: Continuum International Publishing Group.