Being a teacher is a strange job. You rarely see the results of your work – and even if you encounter former pupils in later life, it is almost impossible to identify with much confidence any specific effect that you had in them. The whole job of a teacher is predicated on the hope that you will have some helpful effect on the individuals you teach, even if you will never know what.
This is probably why ideology plays such a strong part in the educational profession: in the absence of anything more concrete, there is little else to fall back on to provide shape to our actions.
It is this problem that also leaves the profession exposed to so much idiocy. When it is almost impossible to prove anything much at all, anyone who claims otherwise can get in on the act without difficulty. So we are continually beset by the claims of ‘gurus’ bringing magical solutions, even though it means that education tosses and turns on a perpetual tide of contrary solutions, such is its yearning for answers to the unanswerable.
It is the same lack of agreed, provable outcomes that has made it all too easy for politicians to appropriate education for their agendas. It has been too easy for them to point the finger at teachers for being wrong-headed, unproductive, pointless. It has made it easy for them to impose conditions on education that attempted to twist it into paradigms derived from sectors where it is much easier to measure output. In doing so, they have turned education into a conveyor-belt industry, whose output is not educated individuals, but statistics published and boxes ticked; numbers of certificates handed out, no matter how little the real intellectual effect on the minds of those who received them.
You can’t be a teacher without having some faith in humanity – that it is possible to turn thoughts and behaviours to the good. You cannot function in a classroom without that unprovable belief that what you are doing is in some way important and beneficial. That is true everywhere: the very fact that to educate someone is to anticipate their future means that it cannot be otherwise. But the fact that education’s benefit is unprovable does not make it undemonstrable. Some countries seem to find systems that equip their citizens better for their future lives than others.
As with everything else, the pandemic has highlighted this. The responses by individuals from the most powerful to the most ordinary are the product of their thought processes – or lack of them. To some extent, that in turn is a product of the sum of the education they received, both formally and otherwise. How they reacted to CV-19 is an expression of that.
I have worked for many years in education in the same hope that I was helping to equip British people to be effective thinkers, to be able to take their opportunities and respond intelligently to their difficulties. I hoped I was helping to create a nation of thoughtful, responsible, cultivated citizens.
I always believed that education does have an effect, and that it was a positive and definite force, even if its specifics for any particular individual were unknowable. I never even considered that it was actually an exercise in damage limitation to contain the worst of human idiocy; this was just too cynical an interpretation for any teacher to entertain and still function. But the past few years have shifted my view on this out of all recognition.
In a national political plebiscite that required knowledge and informed thought, despite their so-called education, a majority of the British Public opted to side with prejudice, rumour-mongering or just ignorance. Or they abdicated their responsibilities entirely.
In the face of a known epidemiological threat, this was the response of a significant part of the British public yesterday:
It is no good just blaming the politicians: all of those people have brains of their own. It is what they (fail to) do with them that is the tragedy.
It’s not only what happens in formal education that affects such behaviour: much of the national attitudinal landscape is the product of home life, the national media and peer pressure. But the same is true in all countries, and yet responses – and responsibility – in similar circumstances have not been the same everywhere. The role of formal education is to equip people to know better.
It seems that in Britain life is so cheap that it is worth risking the death of oneself and many others for the sake of a pint.
Educating the British public: how did we get it so wrong?