“The Heart of Education: Unveiling the Purpose Beyond Philosophy”
Introduction
Welcome to another insightful episode of our podcast, where we shift our gaze from philosophical debates to the tangible perspectives of educators. We posed a fundamental question to our network of diverse educators: “What’s the point of education anyway?” The responses, spanning various backgrounds, shed light on a remarkably focused theme that resonates with the core purpose of education.
Diverse Perspectives, Unified Message
Vicky Crocker Matthews kicks off the discussion with a futuristic lens, emphasizing the need for education to equip learners with the skill of self-directed learning. She advocates for fostering independence and social skills while challenging the traditional content-heavy approach. Vicky’s insights underscore the importance of creating relaxed, happy learning environments that naturally yield positive outcomes.
Chris Leeds shares a fundamental perspective, asserting that education is a basic human need ingrained in our DNA. Drawing parallels with the animal kingdom, he highlights the role of mimicking and play in the learning process, emphasizing that education extends far beyond the classroom.
Doug Stein’s contribution succinctly captures the essence of education: providing young people with opportunities. From literacy and numeracy to communication skills and self-understanding, education opens doors and shapes individuals into the best versions of themselves.
Beverly Garland beautifully articulates education as the cornerstone of personal and societal progress. She emphasizes its role in reducing inequalities, fostering creativity, and instilling values that contribute to the adaptability needed in our ever-evolving world.
Rob White’s personal anecdotes vividly demonstrate the practical applications of various subjects in his life, showcasing the joy derived from continuous learning. His narrative reinforces the idea that education is not confined to a classroom; it permeates every aspect of our lives.
Liz Taylor challenges the conventional view that reduces education to grades and career prospects. She passionately advocates for preparing young people to be compassionate members of society, emphasizing the importance of healthy relationships and emotional well-being.
Freedom: The Common Thread
As we reflect on these diverse perspectives, a common thread emerges: freedom. The freedom to learn, to explore, to develop critical thinking, and to contribute meaningfully to society. This aligns with the philosophical insights of Kant and Hegel, who posit that freedom is at the heart of morality and ethics.
Looking Ahead
Our journey into the purpose of education continues, exploring three key elements: education for the individual, for society, and for future employment. Stay tuned for more practical insights and thought-provoking discussions in future episodes.
In the spirit of continuous learning, check out the show notes on our website for links to further reading and sources related to this episode. Let’s keep the conversation alive as we strive to bridge the gap between the current state of education and its true purpose.
Thank you for joining us on this exploration of education’s profound purpose. Until next time, keep questioning, keep learning, and keep advocating for the transformative power of education.
Vicky Crocket Matthews
I’ve no idea on word count, but What’s the point of education anyway … I have opinions about what’s left in the era of the internet and AI 😂
– to learn how to learn for yourself/teach yourself from available resources (including identifying suitable sources). E.g currently by 16 kids still are mostly spoon fed (not acceptable in my opinion) because of the high density of compulsory content, weirdly – their independence seems to be ‘undone’ somewhere between primary and 16. 16-19 is when *some* courses/training gets them to start doing around 30-50% independently, level 4-6/degree this increases. By the end of level 7/masters we expect learners to be approaching the point where they only need to touch base once a week.
– to have time to develop social skills and form connections with others who you can teach and learn from- some would say to prepare for the workplace, but workplaces these days should have the responsibility for ensuring they support staff to learn what they need *at the point they need it* as that can’t be predicted in advance due to the pace of change. So compulsory stage education I think should be more about work ethic (including in preparing learners for running their non-work lives and building their own enterprise). I strongly believe that pressure achieves the opposite, so relaxed happy environments for both staff and learners have always been what I’ve tried to provide within education systems I’ve worked in and lead and what I’ve sought or requested for my children. In my experience exam results naturally follow as a side effect of coupled with a collective vision for the direction of learning. In order to reduce pressure I lobby to remove time limits on assessments wherever I can. In order to increase happiness I always start with those I immediately have responsibility for – e.g. the team around me and the teachers who report to me – because I believe happiness is infectious.
Chris Leeds
Hey Shev
I’m happy to give my thoughts 🙂
Education is a basic need. One we share with most of the animal kingdom. To learn from others around us to learn to survive. It is in our DNA.
When it come to the education system it is tasked with doing this within the confides of our modern society. To give the people of all ages the skills and knowledge – as well as the certification – to function and continue to develop.
However, “education” is only done partly by the education system. We learn from everything in our environment. We learn how to avoid danger, seek comfort, seek food, drink, and shelter, and keep safe.
One of the key ways in which this is done – especially in mammals – is through mimicking and play. One of my favourite saying is “life is like folding a fitted sheet – no one actually knows how to do it.” But as kids develop the adults in their lives are surviving and so they mimicking and play what they absorb through life.
This is education.
Doug Stein
The purpose of education is to give young people opportunity. If they are literate they have the opportunity to read anything they want, from the administrative requirements of life to stories and poetry. If they are numerate they have the opportunity to manage their finances and understand value in an increasingly complex economy. If they have good communication skills they have the opportunity to talk to others, to share their own voice, thoughts and feelings. If they are given the tools to make sense of themselves, they have the opportunity to be the most amazing version of themselves that it is possible to be. If they are shown how the world works, they have the opportunity to really make a difference to the world. What they do with those opportunities is, in part, up to them, and in part how those opportunities are presented to them by the people educating them.
Beverly Garland
What would be the point of anything without education? Education in all its guises serves as the cornerstone of personal and societal progress. It gives individuals the tools that enable them to understand and navigate the world that they inhabit. It helps to foster creativity, critical thinking and problem solving. It allows humans to adapt to an ever-evolving world promoting innovation and resilience.
Education provides a role in reducing inequalities, as it open doors and can break the cycle of poverty. It allows economic growth and enriches cultures. It allows people to understand civic responsibilities and make informed decisions.
Most importantly education nurtures a sense of curiosity and a lifelong desire to learn. This in turn helps people to adapt in times of continuous change. It instils values, empathy and an ability to understand perspectives wider than one’s own. The point of education in the 21st century is to develop well rounded young people who can contribute in meaningful ways to society and cope with the complexities of a rapidly changing world.
Rob White
I use my Geography to understand the profile lifted from a map to keep me safe navigating the earth with friends and family; this brings me joy.
I use my Latin to appreciate ancient monuments and what they meant to our ancestors; this brings me joy.
I use my other languages to decode the essence of what a foreign cousin is trying to explain to me in their mother tongue in their land; this brings me joy.
I use my Maths to work out rough hypotenuse and load bearing so I can set up safe anchor points for climbing with friends; this brings Us joy.
I use my History to appreciate the patterns of human behaviour and migration to reflect on how much progress we’re making ass a civilisation; I look for the joy in those who have evolved.
I use my Sciences to forecast outcomes of cooking flavour combinations in the kitchen; this brings joy to many.
I use my Sciences to plan pet projects on the weekends as well as sharing experiments with learners at school to appreciate our affect upon the world and our potential through greater experiment and understanding; this brings Us joy.
I use my English to attempt to understand, empathise and communicate with my tribe.
I’m perennially grateful for all those who sought to gain knowledge and learning process and bothered to communicate it with me and for those who still take the time and have the patience; this is the essence of tribal living.
Liz Taylor
Put simply, I believe that the point of education is to prepare young people to be members of our communities and wider society. Too often we see this to mean grades, exams, or careers, but I think that’s extremely reductive and limiting. The purpose of education is to show children how to interact with others, how to be compassionate, and how to use their unique skills to better their lives and others’. Every single child has something valuable to offer, regardless of grades or career choices. The minute we leave education and enter the big wide world, we all realise the same thing: we work to live, not live to work. So isn’t it utterly bizarre that our curriculum teaches children that, in essence, they amount to numbers on a spreadsheet and grades on a CV?
When I was a secondary school teacher, I worked with many colleagues who truly believed that our job was helping these children achieve GCSE grades and nothing more. I couldn’t wrap my head around it. What about the discussions, debates, the relationships, the curiosity? I vividly remember sitting down with my mentor in my training year, worried that my students didn’t feel comfortable or happy in my classroom. Her answer was, “We’re here to teach them, not to be their friend.” I disagreed then, and I disagree now. In education, we do not just teach. We offer safe spaces, wider opinions, and model healthy emotions and relationships. We give them the space and resources to grow into themselves.
References
Thomas James, life begins with freedom: http://faculty.washington.edu/joyann/EDLPS531/James.pdf
Dave Brown
Jordan Wylie https://www.youtube.com/watch?v=qYrFfJ3C1Wg
Shevek Pring 