To teach, or not to teach educate more widely than before. The result is that core subjects are being squeezed to make more time for life skills and general interests,” says Anna Gibbs.
OLD COLLEGIANS’ FEATURE
Is today’ s“ all-round education” encouraged at the expense of core subjects?
There is general consensus that an all-round education is the most productive. Peter Vos says,“ We want well-adjusted young people who have the intellectual ability, but as importantly, the social rigour to cope with adversity and change in the 21st century.”
“ An all-round education is essential to grow and nurture the whole person and foster the development of a student’ s full potential,” says John Beck, adding that“ this thought is qualified by adding that if the‘ right’ people are teaching then those people will deliver an all-round education irrespective of the college or institution in which they are working.”
David English feels that we probably are encouraging diversification too early, but this is understandable considering human knowledge has expanded exponentially.“ It is therefore important,” he says,“ that Independent Schools specialise and maintain excellence in their selected expertise. A one-size fits all education can only result in a collective dumbing down of the population. The vocational v life education debate continues with the latter in the ascendancy at the moment.”
“ Many subjects that would have been considered hobbies in the past are an important part of one’ s general knowledge. The problem is, previously, these skills would have been taught by a person’ s wider family and friends. Unfortunately, the village it takes to raise a child is now full of working people, so schools are called on to
To teach, or not to teach educate more widely than before. The result is that core subjects are being squeezed to make more time for life skills and general interests,” says Anna Gibbs.
Peter Kay believes primary school is about creating a steady platform for children to build from and Peter Vos says,“ Literacy and numeracy are first and foremost, with freedom to diversify as a natural progression.” He also believes we greatly underestimate the trades and at times, snobbishly, think university is the be all and end all.“ Further education is essential, but it can take many forms. Ultimately it should be linked to what a student is passionate about.”
Like any career there are pluses and minuses, but the panel all feel vindicated in their career choice and would young people today.
“ This is the best place you can put yourself if you want to give a positive contribution to the future of your community / country,” says David O’ Halloran.
Andrew Massey recommends it for“ the opportunity to meet outstanding individuals, inspiring parents and to work in an educational environment where you are constantly developing your own knowledge and understanding”.
It can be a rewarding experience says David English, but he thinks teachers and students are limited by prescriptive syllabuses, a crowded curriculum and diluted subject matter.“ In my view teaching today is at a real crossroads( maybe it always has been) between shop floor robots dispensing prescriptive information and those inspirational professionals whose ultimate aim is to expand their students’ minds.”
Given that the panel are all teachers and / or headmasters that have, or had, the privilege of working in great schools, the quote from an Eton master in the 1860s, given to us by ex- Headmaster of Eton, John Lewis, seems apt.
“… But you go to a great school not so much for knowledge as for arts and habits; for the habit of attention, for the art of expression, for the art of assuming at a moment’ s notice a new intellectual position, for the art of entering quickly into another person’ s thoughts, for the habit of submitting to censure and refutation, for the art of indicating assent or dissent in graduated terms, for the habit of regarding minute points of accuracy, for the art of working out what is possible in a given time, for taste, for discrimination, for mental courage, and for mental soberness.”
If teaching is about detailed, precise and constructive correction being essential for pupils to make real progress, as John believes it is, then school is more than just acquiring knowledge as this quote rightly asserts.
“ Though ostensibly written from the point of view of a pupil,” says John,“ it seems to me to have an awful lot to say about what constitutes good and challenging teaching – and about correction of the best kind.”
Kirsty and Robin Beckett
We asked King’ s College Director of Careers, Wendy Carey, for her perspective on teaching as a career choice for school-leavers and how young people are viewing it.
“ Of the Year 13 cohort, on average 225-230 students, only one or two a year would apply directly to study a B. Education majoring in Early Childhood, Primary or Physical Education, at a New Zealand University.
“ A few consider teaching as a career option amongst several, plan to complete undergraduate study, and then decide whether to do a post-graduate Diploma in Primary or Secondary Teaching.
“ I believe the current low numbers of King’ s College“ wannabe” teachers reflect the almost overwhelming, and seemingly very attractive, career options not available 20 to 30 years ago; young men and women are tempted by exciting sounding jobs in areas such as advertising, media and communications, marketing and management, industrial and product design, or marine and environmental science.
“ In addition, the‘ girls can do anything’ mantra and gender equality have meant young women regard the once-traditionally male career areas as theirs for the taking. Young women out-number men in New Zealand Universities’
Law and Medical schools and numbers are building in engineering and technology degrees.”
While they greatly admire and value their teachers, Wendy Carey is conscious that many of the Gen Y comment that teachers are lowly paid, not appreciating the personal satisfaction and rewards to be gained. She says this issue is also possibly one of maturity and that school leavers need more time to understand their Career Identity.
40 AUTUMN 2013 • KING’ S COURIER