Tricky progress
Education is a simple word used in all sorts of circumstances, but if
we attempt to define it and plan it we face a host of difficulties. Politicians
are glib enough, with their "education, education, education" held up
as a major requirements, but when it comes to implementing measures to
achieve a better education for our children we discover little agreement
among their ranks. Recent scandals over the marking of examination papers
have revealed that statistics are more highly regarded than genuine intellectual
acquisitions. Indeed, instead of assessing a child's progress by the overall
analysis of work undertaken in school and at home and, as a final step,
performance in a formalised examination, the education authorities are
content to rely upon the answers given to questions drawn up by some remote
examiner, irrespective of what has gone on before, while following a course.
The fundamental meaning of education is the drawing out of an individual's
potential ability, not ramming in arbitrary facts and principles. Indeed,
one definition of "educate" is "to bring up young persons from childhood
so as to form their habits, manners, intellectual and physical aptitudes".
This bears some relation to the ramming-in process. A better definition
might be "to train someone so as to develop the intellectual and moral
powers generally". Both definitions appear in the Oxford English Dictionary,
indicating a degree of confusion over what we intend to do through education.
It cannot be denied that the inculcation of literacy and numeracy is
essential for communication between humans. It is what follows that adds
anxiety. Teaching children the nature of society and preventing evil habits
of thought and action early in life must be a prime consideration.
John Henry Newman advocated an ideal which was the development of the
capacity to see all things in relation to one another. This demands a
holistic approach and condemns the piecemeal specialisation that is the
bane of modern studies. Mary Midgley observes in her 'Science and poetry'
(2001): "Only gradually is it beginning to emerge that ecology is actually
a more important science than economics that the profitable exchange
of goods within the ship is a less urgent matter than how to keep the
whole ship above water."
We have to recognise, and the sooner the better, that we need to differentiate
between technical education, which may enable a person to pursue a career,
and personal education, which is essential to the welfare of the individual
and society at large. Obviously there is a need for specialisation in
those disciplines that go towards making a profession, but it must never
be allowed to blind us to the wider issues of interlocking that profession
with others pursuing related paths, in order that society shall benefit
from it. Issues of morality and ethics must be faced, otherwise we shall
merely contribute towards the great amoral global consumer society where
the glowing goal is profit first and compassion nowhere. Considerations
of this kind should be taken into account as we proceed to finalise details
of any continuing professional development programme that will render
us more reliable and efficient and, it is hoped, bring added prestige
to our profession.
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