Broadening the learning horizon could well have benefits.

How important might the learning opportunities being provide here be?

How important might the learning opportunities being provide here be?

In recent years it seems that everywhere I travel education has been reduced to a set of attainment targets. Furthermore the focus of education often appears to have been confined to a narrow and predictable channel around mathematics and science. The social sciences and arts appear less significant in the minds of many politicians and policy makers and achievements by children in these areas can easily pass unnoticed. But maybe now I am beginning to detect a small amount of challenge to this narrow view of the curriculum.

Yesterday was a day of contrasts in terms of the education related media reports that I accessed. On the morning Radio 4 Today Programme the BBC,  in one of those items that always seem to appear as “fillers” between more weighty debate, once again cited a politician (so many have done this that they all blur into one) who wishes that our schools in the UK could be more like those in Shanghai, Singapore or Korea. Leaving aside the fact that these learned politicos appear to have failed to recognise that the cultures of these countries are significantly different from our own, it is clear that the obsession with the education system in these nations is based solely upon educational attainment in mathematics and science. There is no doubt that any scrutiny of academic outcomes in these subjects reveals that China, Korea and Singapore are performing at a high level, but at what cost?

Research conducted into childhood stress and anxiety levels, published in a number of authoritative journals indicates that Chinese students report some of the highest stress levels in the world, and exhibit acute symptoms that include heightened anxiety, despair and feelings of anger towards their peers. Similar reports from Korea suggest that increased levels of bullying and an appallingly high incidence of child suicides may be directly correlated to pressure to do well in academic subjects. Every parent wants their child to do well in school, and it is right that teachers should have high expectations of their students. But perhaps this can be achieved through methods that don’t simply involve cramming for examinations, and might be better managed if greater credence was given to wider aspects of the curriculum.

Once again I found myself feeling somewhat cross that the BBC had resorted to lazy journalism in presenting an item comparing UK education to that elsewhere in the world. However, by contrast it was a news item from Asia that made me think that perhaps there is the potential for a backlash against this simplistic appraisal of the purpose of education.

Krishnan Koushik writing in the education supplement of the Deccan Herald from South India begins his article under the title “The need for reviving liberal education”  (Deccan Herald March 5th 2015) by depicting a typical scenario in which an adult asks a child how they are getting on in school. The child answers by giving his grades in maths and science, but says nothing of other subjects and certainly does not mention whether or not he enjoys schools. The adult is satisfied that he has received a reply that indicates satisfactory attainment in these two dominant subjects, therefore all must be well in this child’s education.

I should state before going any further that the use of the term “liberal” in Mr Koushik’s article will have already raised the hackles of at least one reader of this blog, who has had occasion to use this term as a derogation of my articles in his own writing in the past, but I make no apologies and neither should the journalist who within his feature makes a number of acute observations about the purpose of education.

Krishnan Koushik constructs an eloquent argument for giving greater value to the teaching of literature, the social sciences and art. With regards to the teaching of literature he states that:-

“literature is the study of life. By studying literature, we learn what it means to be human. Literature also teaches us about how powerful language can be. By studying the use of language in literature, we learn how to use the subtleties of the language to our advantage. So, literature helps us in shaping and moulding our character”. 

He goes on to advocate a broadening of our approach to the social sciences by saying:-

“When we study the social sciences, we are studying how people put their societies together and we are looking at the impacts of their decisions about how their societies should be run. By studying these things, we are becoming better informed about how societies should be put together and the intricacies involved in them”.

At no point does Krishnan Koushik deny the importance of the sciences and mathematics, but he makes a good case for ensuring that we provide children with a more holistic appreciation of the world in which they live and for which they will soon assume greater responsibility. Referring to previously revered, but sadly now more often ignored, educators of the past, including Johann Pestalozzi, David Thoreau, Francis Parker, John Dewey and Maria Montessori, Koushik makes a case for recognising the individuality of each child and provided them with a broad range of learning opportunities in which they can find their own passions and strengths. One particular phrase in his article stands out:-

 “Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning”.

Krishnan Koushik’s article is one of several that I have noted in the media from several parts of the world recently. It would appear that concerns are being increasingly expressed about the narrowing focus of education and in particular the marginalisation of all but a few curriculum subjects. The issues surrounding this debate are complex and I believe that many of those who advocate a focus upon science and maths, even at a cost to other subjects, often do so with a genuine concern for the needs of children. The majority of teachers with whom I converse have been expressing their concerns about the narrowing of curriculum priorities. Sadly, many of them are fearful of expressing their opinions or participating in the debate.

If you disagree with the sentiments expressed by Krishnan Koushik or the ways in which I have portrayed these in this blog, do feel free to post a reply. Healthy debate can help us all to learn and understand other’s points of view. Alternatively, if you have been incensed by the liberality of the views expressed you could try to relax by reading a good novel, visiting your local art gallery, exploring the nature of your immediate hinterland, going to the theatre or listening to Mozart or Abida Parveen. Whilst doing so you might consider how future generations will be encouraged to value and appreciate these experiences.