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Three Legged Stool

The three-legged stool

Appreciating that home, school and community are each integral parts of a balanced education

Thesis 72 – Lost Dreams

The more parents urge schools to concentrate on the development of their children’s academic ability, the more schools concentrate on intellectual skills and examinations at the expense of other valuable activities.  When society itself is so deeply divided on issues of right and wrong it is virtually impossible to provide pupils with an effective moral […]

Thesis 69 – Fair Deals for All

Comprehensive schools were conceived as a beautiful dream by ardent educationalists; they were frequently delivered in confusion, and developed for the most part in a mêlée of indifference, during which many of those who should have been fully engaged looked instead only for sectional advantage.   The relationship of school to community is inevitably convoluted; […]

Thesis 65 – New Beginnings

Children grow, both physically and mentally, at different rates; many a child rated as bright or dull has confounded the experts not only in later life but even within a few years, or even months.  What all children need is to have their intellectual curiosity so fired up that they will go on learning long […]

Thesis 62 – Learning Makes Sense

“Our education, like our civilisation, is penetrated with an unintelligent utilitarianism, which makes us feel that we ought to be doing something ‘useful’; useful subjects are indispensable, but the prior task of education is surely to inspire, to give a sense of values and the power of distinguishing in life, as in lesser things, what […]

It’s Really Very Simple … The Solution to England’s Education Problem

The solution to England’s education problem will be very simple once the country comes to appreciate the damage still being done by two Victorian myths that haunt everyday thinking.

Upside Down and Inside Out: Why good schools alone can never be good enough to meet the need for community and economic regeneration in the 21st century

Most school reform in Britain, as in America, has had limited impact because it simply assumed that learning and schooling were synonymous; schools have falsely been seen as being independent of the larger socio-economic structures of which they are an intrinsic part.

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