A Failure of Democracy: A Current Postscript English Education at the start of the 21st Century John Abbott, in a discussion with his assistant of five years Jim Robinson, reflects on the political and philanthropic landscapes, and the rise of globalised solutions… Jim Robinson (JR): I came to work with the Initiative in September 2010, […]
The spectacular rise in standards of living in recent years within the English-speaking nations, especially amongst the English themselves, has created an extraordinary paradox. The busier and wealthier we have become the less time we seem to have for each other. This has created a crisis in how we educate our young people. It is […]
Over the course of many lectures given between 1993 and 1994, the conflict between what Education 2000 was recommending, and the increasing pressure to work to the prescriptive requirements of the National Curriculum, encouraged the Trust to define learning as … “a reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge”.
“Mankind is in the middle of a revolution which has every prospect of making a more significant impact on our way of life than did the Industrial Revolution….. The end of the twentieth century is the mind stretching age of technological change; the ingenuity of mankind seems able to open doors that we hardly knew […]
Bronowski’s (1973) ability to create a synthesis across multiple disciplines was the stimulant to Education 2000’s work
Education 2000 had become sufficiently well-known by 1987 for me to be invited to address the Annual Conference of the Confederation of British Industry (CBI) which was televised live with a studio audience of 1,800. This represented a massive step from a standing start of only two years before.
Inquisitive Man has so extended the range and depth of human knowledge that it is impossible for a single mind to comprehend its entirety; that being so, it would seem essential that some should attempt to create a synthesis of all the parts, not with the authority of disciplinary experts, but with a skill in […]
A tripartite system of secondary schools puts the child first. The different kinds of schools are to be designed to suit different children, not different social groups, or the incomes of their parents. No child should be forced into an academic education which bores it to rebellion, merely because that type of grammar school education […]
“Am I just thick”, asked a thirteen-year-old girl, “or am I only good at those things that really interest me?” Her friends grinned; “She’s very good at annoying the boys”. And then, “Does my brain get better through use?”, quizzed a third. “What sort of use?”, interjected a fourth1. What makes us the thinkers […]
Under pressure teachers may make things too easy for their pupils by relieving them of the necessity of finding things out for themselves. By dint of brilliant teaching they succeed in almost eliminating the learning process, so that pupils come to depend on the teacher, not on themselves. The more accomplished such teachers are in […]
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