A Recap: Where we are now. During the first five or six years of this century the Initiative had put enormous energies into delivering lectures and training programmes in response to numerous invitations in England from local education authorities; from the Canadian Council on Learning, and comparable groups in other countries. In England (the home […]
As 2006 ended I recognised the need to collect all the ideas and experiences I had gathered from research, and everything I had learnt from discussions around the world since publishing the Policy Paper (1998), by explaining what I meant by ‘overschooled but undereducated’.
The exciting pace of 2002, 2003 and 2004 seemed all set to continue into 2005.
The day is not far off when the economic problem will take the backseat where it belongs, and the arena of the heart and head will be occupied, or reoccupied, by our real problems — the problems of life and of human relations, of creation and behaviour and religion1. We are nearly at the […]
Our opinions about adolescents are deeply contradictory; inquisitive yet confrontational, sometimes energetic yet frequently infuriatingly laid back, we don’t know if we love them or despair of them. No longer children to be told what to do, they lack adult powers of judgment, and are as uncertain as to how to behave as are adults […]
Apprenticeship, with its structured approach to hands-on-learning and its effective application of adolescent brawn, had largely created the conditions for England’s spectacular industrial growth. Yet apprenticeship was to become the first major casualty of the Industrial Revolution, while the grammar schools were to linger on in their unreformed state for a further half century. […]
The Industrial Revolution was the most fundamental transformation of human life in the history of the world. The British have been profoundly marked by the experience of our economic and social pioneering, and remain marked by this ─ even, it seems, in genetic terms ─ to the present day.1 The cotton industry2 best exemplifies […]
Apprenticeship was an education for an intelligent way of life, a mechanism by which young people could model themselves on socially approved adults so providing a safe passage from childhood to adulthood in psychological, social and economic ways.1 Adolescents are neither children, nor adults. No longer content simply to be sat down and talked […]
In recent years it has been said ruefully that the English naturally excel in invention, the Japanese in manufacturing and the Americans in salesmanship. Why are the English like this? It seems it all goes back to the Reformation, to the very first book ever written in England about education, which argued that as a […]
Children’s search for meaning starts young. Children who are already anxious to make sense of issues that matter to them in their own private lives, who come to formal schooling keen and enthusiastic to use whatever it can offer them to help meet their personal objectives. It is not the other way round. The greatest […]
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