Category Archives: High Culture

Academic Education For All

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German players seemed to have more to draw on as people than English counterparts; greater all round resources that helped them navigate tournaments and pressure points 

Jonathan Northcroft: interview with Frank Lampard, Sunday Times, May 28th 2017

In our great debates about education: vocational vs grammar, 21st Century skills for the jobs that don’t yet exist vs academic education, something always seems to be missed and that is an academic education is good for all.

As Frank Lampard explains in the interview:

You’ll benefit if you bring through players who are intelligent. The best players in the world are smart and clever on the pitch and you can’t tell me that’s not a well rounded thing.

Lampard, educated at Brentwood Independent school, feels he was fortunate to have had  a good education:

…not just maths and science, but life education – and these are big things that relate on the pitch. You see it how certain players hold themselves…

He sees it as a responsibility for all football clubs to cover – educate the youngsters especially those you pull out of school at 15/16… For those that don’t make it need a good education to fall back on and those that do make it need it to fall back on too. Part of Lampard’s history is his time at West Ham Football Club.

The academy of football set up by Ted Fenton at West Ham as the ‘Cafe Cassettari’ club, where social aspects such as welcoming and providing warm food, were expanded by Malcolm Allison:

…players would exchange views on the game and make tactical plans around the dinner table, illustrating their ideas with the use of salt and pepper pots. The culmination of those years of hard work, on and off the field, was the Second Division championship in 1958 – the springboard to great cup successes at a much higher level in the mid-60s … no one should underestimate the positive influence of Malcolm Allison’s earlier role in Hammers’ history 

West Ham Club History: John Hellier

This idea should be taken further. We should realise the benefit of players and trainees knowing about Shakespeare, Goethe, Germaine Greer, Beethoven, CLR James, Brendan Behan, Gaugin, Virginia Woolf, Boadicea, Euclid, Euripides, St Augustine and Confucius; the poetry of life gives backbone to the poetry on the pitch.

Whether you are an academy of football or an ‘ordinary’ academy or school, an academic education should be for all. We are all children of a sacred olive grove (Hekademia (Ἑκαδήμεια)) dedicated to the Athena, goddess of wisdom, that gave rise to our word academia and to Plato’s famous academy.

And our children should benefit from a life dedicated to Athena too.

Whether they are to be footballers or scientists, leaders or followers, down on their luck or lucky, an academic education will enrich all their lives.

 

Going on Holiday During Term-time Can be a Good Thing

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Parents who have children at independent school must wonder what the fuss is about, what with their two week half term break in October, their three week holiday at Easter and eight week summer break, they are used to being able to get good deals from holiday companies.

Children at independent schools have more time on holiday, excepting those who board, this can mean more time on family jaunts than the average state educated child. Does this ‘missed education’ (in comparison with state educated pupils) mean they are educationally neglected?

No.

If a parent of a state educated child were to take said child out of school one or two weeks earlier at, say, the end of the summer term, would it mean missed opportunities? Would it mean essential learning forever lost? Would it mean a backward step in a child’s potential earning power?

Probably not.

They might miss out on end of term word searches and half watched videos, cake, fizzy pop, and a visit from a local dignitary or assorted enthusiasts for some thing or other. They might miss out on an end of term goodbye to a supply teacher, a retiree, or young teacher who has a future somewhere else, or some despondent member of staff who has got out of the game. They might miss some fun…

And, in some lessons, they will miss out on vital up to the wire education that…

 

…they were always likely to forget due to the impending long summer break.

And if it’s that important it will be repeated anyway, but they might miss homework, though anything really important shouldn’t be left for homework tasks, although we can if we have to post homework tasks on the school web pages in a ‘parent’ or ‘pupil’ portal.

How much of the education pupils receive in private and state schools is so necessary that they can’t miss it? Blink, sneeze, have flu, compassionate leave, or ‘whatevs’ and your education is ruined?

Some times in school are more important and vital than others but I don’t believe that the week before the end of the summer term is always that special. Of course some schools might do some very valuable work at that time that might beat a week or two at DisneyLand, but what if the child was embarking on a grand tour of classical Greece and Italy with their family and/or friends?

Perhaps judgements as to time off from school to take a holiday should take into account two pieces of evidence:

  1. The quality of education missed from school
  2. The quality of education gained on holiday

And if 2 is higher than 1 then no fine should be levied.

This would be fairer than just tarring all with the same brush.

Oh, and it has great cultural snob value, which can only be a good thing… Cheaper holiday in the Peloponnese anyone?

Don’t Educate the Working Class

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Not all working-class children want to be middle or upper class.

says Garth Stahl, the author of Identity, Neoliberalism and Aspiration… emphasising that education is about changing people and not everyone wants to change. We are defined by where we are in the rat race and that is where we feel most secure. This fear that education might change people, who they are at their very core, is something that eats away at some people’s fears about schooling. ‘Shakespeare is not for our kids,’ might be the cry of some secure in the knowledge that teaching Macbeth to the oiks might see them rise up to Upper Middle Class rectitude and result in them indulging in dark arts at the golf club or even, God forbid, in the Labour Party.

Stahl might have a point, imagine an education that sets out to change Upper Class people into Working Class toilers… What would the timetable consist of? The school lunch menu would be relatively simple: KFC. The lessons could comprise the subjects of gambling, tabloid reading, beer swilling, football (playing as well as the pride and prejudice), Brexit fear of foreigners and all sorts of other such stereotypical nonsense. How would the Upper Class like that?! Do we really think that the working class are a morass of people who indulge in such behaviours that define who they are and if they are subjected to opera, fine dining and JMW Turner their entire world view is shattered and they are left bereft?

This is the problem with the model of education that purely celebrates identity. Firstly we rely on the idea that there is a broad ‘type’ of people defined by their job, or lack of it, their gender, fluid or not, their race, culture and creed. This is useful for Marxist sociologists, snobs , advertisers and algorithm designers – and, indeed, it becomes ever so sophisticated as we are all seen as ABC1s D2s and CD borderlines… but do we really fear teaching and learning things that are of human value beyond our algorithmic echo chambers? If we want education to worship at the altar of our own identities then we will never learn to look beyond.

Rather than change people education refines our understanding of who we are as human beings, it adds to our knowledge not through social engineering; neither meritocratic or anti- aspirational, a good education should expand the self. If education is about the rat race then rats are the only ones who will benefit. If education is a personalised, Narcissistic look at trying to make ourselves feel better about who we are or have chosen to be then it will never be about who we truly are. We don’t have to change who we are, but in order to find out, we might have to take a broader view than the one we think justifies our personal proclivities. An education in ‘high culture’ is for all, not just a supposed elite. Shakespeare is for everyone, whether they like it or not.

Shakespeare’s Schooling

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Shakespeare’s Trivium, ‘The whining schoolboy …creeping like snail unwillingly to school’

It is not too hard to see Shakespeare in the schoolboy creeping snail-like to school – but thank goodness he didn’t play truant. The education he received at Stratford Grammar School is reflected in his plays. The aim of the school would have been to teach Latin and provide a solid grounding in classic Roman, Greek, and biblical texts, as well as teaching ethics and religion. Classes would begin at six o’clock in the morning, with breakfast at nine. This would be followed by more study from quarter past nine to eleven. There would then be school dinner and a break from study until one o’clock, after which there would be further study until five. Finally, this extended school would serve supper, and six or seven pupils would formally present what they had learnt that day – or, on Fridays and Saturdays, review the week’s learning. One week every school year would be devoted to the pupils reciting their learning for the year.

The method of learning was through the trivium. Grammar would generally be studied first, in order to learn the precepts. As Shakespeare got older, he would have moved on to logic as a tool of analysis and rhetoric as a method of composition. Texts would be studied to look for evidence of how they used the three arts of the trivium (grammar, argument, and style), and then little William would have practised using the arts through copying, writing, and speech making. It is likely that his schoolmasters also taught contemporary literature and debate rather than just logic.

Such exercises in exploring rather than solving arguments are just the sort of thing that might have inspired a young dramatist in his playwriting. Clearly, Shakespeare uses this exploratory art in his most famous speech, ‘To be or not to be’, in which Hamlet goes through self-reasoning, or anthypophora, a rhetorical device he may well have learnt at school. In her superb book, Shakespeare’s Uses of the Arts of Language (2005[1947]), Sister Miriam Joseph explores how Shakespeare’s education – and, in particular, the trivium – is reflected in his plays…

Could the underlying method of Shakespeare’s education, the trivium, offer a blueprint upon which to build a contemporary approach to teaching and learning?

I answer this question in the book: Trivium 21c (spoiler: the answer is yes)…

And further explore in the forthcoming book: Trivium in Practice due to be published at the end of May 2016.

The above extract about Shakespeare’s schooling is taken from Trivium 21c, I reproduce it here on the event of the 400th anniversary of his death. 

The Importance of Teaching ‘High Culture’

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“As I walk through the valley of the shadow of death” Gangsta’s Paradise: Coolio

“Yea, though I walk through the valley of the shadow of death…” Psalms 23:4 King James’ Version

The other day I was working with some teachers coming to the end of their training, the conversations were rich and rewarding and I have a good deal of faith that they will become great teachers. I was opening up debate by offering some provocations, including saying that it is important to not only teach ‘great’ work but also to help children develop a sense of what ‘great’ might be. Whilst emphasising the subjective nature to these judgements, I was arguing that children need to develop an ability to take part in the conversation and not feel excluded. One ITT suggested that this could occur from popular culture quoting the ‘Coolio’ lyric above. I pointed out that if someone did not know the biblical quote they might not recognise the reference. A biblical reference transcends class and race, and a child who has access to some words from, lets say, the King James Version of the Bible has a rich vein of material they can draw on throughout their life, whether they believe in the Christian God or not.

If I am educated in the works of High Culture my cup runneth over and I dwell in a world in which I can articulate thoughts I wouldn’t even have had if I didn’t know anything about it. I can enter into conversations with people I would have no business even being in the same room as them. I can change my life. I remember as a teenager being snubbed in an Oxford college because I was a mere ‘townie’, not for me the privileged discourse of the ‘gownie’; instead of obsessing about myself… my narrow obsessions… I could’ve thrown that mirror to the floor, and let my image, distorted, scream back at me: “Just learn about what you know, limit your life, and forever hide the inner you…”

If you only know popular culture and the most accessible aspects of it, then what do you know of the world? I’d warrant you’d know a lot but there would be a whole lot more you wouldn’t know. This is where school comes in, there is no point in teaching children what they already know, at school it is the inaccessible that should fascinate us, the downright difficult, the stuff we wouldn’t ordinarily come across or would find difficult to access. The stuff behind heavy oak doors, or in secret gardens. Yes, children might be scared of the things that schooling might put them through but this education can touch and enrich their ‘inner you’. High Culture is looking for recruits, children salute! If this education is only for the rich, or only for the geeks then what do we become? Weirdly bereft of a whole tranche of human knowing, we scatter ourselves around the basement, debased, not wholly aware of what or why we might be. We’re weird.

Weird people from the basement need to climb to the roof; You know the people on the bus and the people on the street people like you and the people like me! Weird people! Geeks! Whoever! People like you and me. A little mix of high culture with our lived lives enriches us, it expands us, it opens up possibilities. By denying high culture on the grounds of class, or any other, demeans the person denying that knowledge to others, because they ‘know’ of it but decide not to tell. In whose interests is it to not teach children the supreme works of humanity?

Then I hear the refrain: “But who is to say they are the supreme works?” And with that quip ‘high’ culture is dismissed; easily ignored and hated as elitist it becomes ever more elitist by denying it to our children. In the basement they can dream of climbing to the roof, but they know it’s not for the likes of them and the effort might be too much on their own. If only a great teacher would sing: “But it don’t matter who you are, you can be who you wanna be,” with an education that sees no reason not to teach great works a child can be comforted in the knowledge that can restoreth their soul.