There are four main myths of modern education:
- That all students of the same age should be in the same school level or class.
- That school should be timetabled.
- That students should have streams, tracks, or fixed subject combinations.
- That teachers should specialise.
The first three of these are issues of administrative convenience, based on various ideas such as Piaget's now somewhat discredited concept of stages of learning, Bentham's
Panoptikon for prisoner surveillance, and other systems designed with the assumption that all humans behave similarly or ought to do so. The fourth also assumes that this is so of teachers, that teaching ability is something that can be trained as a specialisation, and if so, it works only if the training is keyed to a particular subject or group of subjects.
It is this last one which irritates me the most; the first three can be passed off, explained away, or excused partly on the basis of administrative concerns (more about which, later). However, if a person can learn many subjects from different teachers, why can't a person teach many subjects to different learners?
I think that only the absence of hard work, cognitive effectiveness, and communications skill might be obstacles to the ability to teach any subject well. This absence, however, should not be the case in anyone who has graduated from the system of education in which he or she is deployed to teach. After all, hard work, thinking and communicating are three basic traits all systems should imbue the student with in ANY system.
The main reason, going back to the other three myths, is that of administrative
departmentalism. Administrators are happy to divide people into neat groups, in what is called a Fordist arrangement. This form of specialisation is economically tidy. It is also efficient but not effective, because it ring-fences knowledge in a world that requires transdisciplinary prowess.
And that brings me back to the idea of putting administrators in charge of systems. About two millennia ago, Paul of Tarsus, in a letter to the church at Corinth, spoke at length about spiritual gifts and the building-up ('edification') of the Church as a whole (you'll find this in chapters 12-14 of the First Letter to the Corinthians). He went so far as to rank the gifts of the Spirit (see 1 Corinthians 12:28).
In that ranking, he placed the gift of apostleship first; that is, the ability to establish and provide strong foundations for an organisation. Prophecy was second; that is, the ability to look forward and provide direction for an organisation. Teaching was third; that is, the ability to provide education and disseminate knowledge relevant to the organisation and its goals. These were the three major, numbered gifts.
He then listed as subsidiary gifts the following: wonder-working, healing, helping, administration, speaking in tongues — in that order. Indeed, he spent all of chapter 14 of that letter pointing out that the gift of speaking in tongues is of the least importance, especially if no interpreter is present or no interpretation is provided.
This is a key to breaking up the myths of education. Good education is provided by establishing firm cognitive foundations, mapping a way forward, and teaching each person to find their way through the map based on the principles earlier established. Mass education, like Fordist mass production and mass food provision, has corrupted good taste. Or as Paul pointed out in chapter 15, "Bad company corrupts good character."
In the case of an impoverished state in which paucity of resources forces standardisation or 'optimal' resource allocation, perhaps the first three myths have to be supported. But whomever aspires to be a teacher, that person should take a good hard look at the idea of specialisation and realise that teachers can, and should be able to, teach anything.
All it takes is sufficient preparation, time, and effort. And of course, if you're that teacher, bear in mind that no matter what language you think you're speaking, it's a good thing if your students understand what you're saying.
Labels: 1 Corinthians, Economics, Education, Odd Thoughts, Resources, Spiritual Gifts