The evolution of education

Australian education writer Kevin Donnelly states the argument for a traditional education in specific knowledge, as opposed to the prevalent approach that simply learning anything is better than nothing

In arguing that the school curriculum should be centred on particular subjects such as mathematics, history and English. the American Federation of Teachers draws on a view of education closely associated with the rise of Western civilisation that can be traced back hundreds of years. Where the approach known as outcomes-based education - especially the various versions adopted in Tasmania, the Northern Territory, the ACT and Western Australia - gives priority to so-called competencies and generic skills, the AFT approach is to place the disciplines centre-stage. Yet the Australian Education Union and other local professional bodies are staunch advocates of OBE.

In part, the reason for the AFT arguing its position is that after experimenting with OBE during the early to mid-1990s, all American states dropped it in favour of what is termed a standards approach. Similar to a syllabus approach to curriculum, a standards approach is year-level specific, focuses on traditional subjects, regularly tests students, and gives teachers a clear and concise road map of what students should know and be able to accomplish after a set period of time.

Since the time of the early Greek philosophers and sophists, evolving over the centuries and incorporating aspects of the Judeo-Christian tradition and historical movements such as the Renaissance, the Reformation and the Enlightenment, a liberal-humanist view of education is concerned - to use English 19th-century poet and schools inspector Matthew Arnold's expression -- with "getting to know, on all the matters which most concern us, the best which has been thought and said'".

As noted by Australian former educationist academic and writer Brian Crittenden, while subjects have evolved, there is also much that has remained constant: "In any area of systematic knowledge there is a range of key concepts, basic theories and method. They are not immune to change, but are relatively long term. They are the defining features of a discipline or area of systematic knowledge. In several areas (such as the physical sciences) content has changed fairly rapidly, although methods have tended to be more enduring and, in all cases, there is at least a core of relatively stable knowledge. The acquisition of a discipline's skills of inquiry needs to be closely related to the learning of its key concepts, theories and other content."

While OBE is consumed by the tyranny of relevance, a liberal-humanist view of education acknowledges and values the past. The reason for studying history is not simply so we are saved from repeating the same mistakes. As important is the recognition that, as individuals and as a society, we are involved in an unfolding narrative that began thousands of years ago and which continues to unfold into the future. Being part of that narrative promotes a sense of belonging to something more lasting and significant than the often mundane routine of day-to-day existence.

One of the strengths of a liberal- humanist view of education, in an era of social dysfunction, alienation and loss of meaning, is that there is a strong and life-affirming story about how Western civilisation has evolved and how, while being far from perfect, we are no longer ruled by superstition, bigotry and ignorance.

David Green, an analyst at the London- based Institute of Economic Affairs, in summarising an address to the Mont Pelerin Society given by historian Max Hartwell, describes a liberal-humanist view of education as follows: "The content of a liberal education, he [Hartwell] says, should embrace civility, morality, objectivity, freedom and creativity. By civility, he means respect for other people; by morality, the elementarv maxims such as honesty and fairness; by objectivity, belief in the disinterested examination of facts and arguments, without fear or favour; by freedom, the principle that children should be equipped to exercise personal responsibility; and by creativity, belief in the advance of knowledge: not the perfectibility of man, but the possibility of progress.

"Hartwell points out that a liberal education can be more easily defined negatively than positively: it is not utilitar- ian or interest-serving; it is not vocational or professional; it is not specialist or one-sided; it is not conformist and uncritical: it is not education for doing: it is disinterested, it is general and universal, it is critical and inventive, it is education for thinking and understanding."

Bruce Wilson, the man partly responsible for Australia's adoption of OBE, acknowledges that any curriculum must recognise the importance of particular subjects. After referring to the research associated with an American publication, How People Learn, undertaken by the National Research Council of the US, he says: "The report offers powerful confirmation of the key idea in this paper: that transferable, higher order learning, what I am calling deep understanding, is inseparable from a well-organised body of content knowledge which reflects a deep understanding of specific subject matter."

A liberal-humanist view of education values the aesthetic, the moral and the spiritual, as well as the rational. A well-rounded education should encompass the spiritual and moral value of the literary canon represented by Greek tragedies, Shakespeare and the romantic poets as well as great artworks and classical music. As noted by 20th-century US writer and child psychologist Bruno Bettelheim, young children need a steadv diet of those myths. fables and legends that tell us so much about emotions such as betrayal, love and bravery and, as a result, help to develop psychological maturity and resilience.

It is also the case, contrary to the belief that all learning is subjective and relative, that there are certain interpretations of the world that are closer to the truth than others. Ptolemy's version of the heavenly movements was superseded by Copernicus, and William Harvey dispelled many of the beliefs about the heart's operation and how blood circulated around the body.

Contrary to the criticism that the traditional academic curriculum is unchanging, history shows us that disciplines evolve, and what is accepted as true at one stage is open to scrutiny and debate. As noted by Tony Gibbons, when discussing science as a subject: "The purpose of science is to seek explanations of the physical world. Proposed explanations are tested against the physical world and. depending upon the success in accounting for that physical world, may be accepted as a step in the search for truth. The matter is a search, a quest, for the condition of scientific inquiry is one in which there is progress from one theory to the next."

One of the most strident criticisms of a liberal-humanist education is that it is used to reproduce capitalist societies, where those already privileged are able to maintain and consolidate their power and control. If such were truly the case, then why is it that members of the Left have been so successful in their long march through the education system? The reality is that the very system attacked as socially unjust and closed has granted them the freedom to mount their critique and to subvert the school curriculum. A traditional education, instead of simply reinforcing the status quo, provides a vantage point from which to criticise and improve the world.

In relation to literature. for example. one need only read poems such as William Blake's Holy Thursday, novels such as One Day in the Life of Ivan Denisovich and the plays of Bertolt Brecht for evidence of the conservative curriculum's powerful and damning critique of society. When studying history, in particular the advent of popular sovereignty, the rule of habeas corpus, the abolition of slavery, the Chartist movement and the movement to universal franchise, it soon becomes obvious that the education system provides an independent site to measure our freedom. Instead of stifling debate and preserving elitism, a liberal-humanist education provides the very knowledge, understanding and skills needed to improve society.

While many politicians, bureaucrats and teacher educators seek to use the education system to further their own agendas, often based on short-term political expediency, ideological bent or self-interest, one of the strengths of a liberal-humanist education is that it is based on the belief that schools and universities should remain autonomous and free of outside interference. Education should not be used as a handmaiden for those either on the Left or the Right who are seeking to impose a form of managerialism that reduces learning to what is cost effective.

The above edited extract from "Dumbing Down" by Kevin Donnelly appeared in "The Australian" newspaper on January, 27, 2007




(Conservative) Federal government push for national school curriculum

Labor premiers have been challenged by the Howard Government to embrace a national education framework, after a high-level report found "bewildering" inconsistencies across school curriculums. In the latest challenge to states' rights, Federal Education Minister Julie Bishop yesterday promoted a unified system - and signalled she would push the national agenda at a key meeting in April.

"I am concerned that students, teachers and parents are being let down as many aspects of school education get hijacked by teachers unions and state education bureacrats," Ms Bishop said. "Instead of learning basic facts in subjects like history, children are being taught according to an ideological agenda." ....

Ms Bishop, addressing a business audience in Brisbane, ramped up her push for national consistency as she released a report highlighting the depth of the problem across five subject areas. The Australian Council for Educational Research study portrayed an alarming jigsaw of Year 12 curriculums. In one of the most glaring cases, the study found 27 different types of maths classes for pre-university students, and 20 different history courses, with only two called "Australian history".

There was only 25 per cent consistency in English courses, while 50 per cent of history classes used the same material. The results were more positive in more challenging subjects such as chemistry and physics, where there was up to 95 per cent consistency across the nation.

Flagging a showdown with the states at the national meeting of education ministers in April, Ms Bishop cited the growing number of remedial English and maths classes being taught in universities as evidence that the states were failing on standards. "There is nothing to stop the state and territory governments from adopting a nationally consistent approach at any time in the past," she told the Committee for the Economic Development of Australia. "The differences are grounded in history of the states and territories and their education systems, and in the different sets of compromises that have had to be struck by curriculum and assessment agencies with their respective stakeholders over the years."

With a population of just 20 million people, Australia had nine different senior secondary certificates with a "bewildering array of variations", Ms Bishop told the conference. "There are differences in the number and types of subjects that are offered, assessed and certificated; differences in assessment methodologies and differences in the codes used to report results."

ACER chief executive Geoff Masters said the findings reinforced the need for common subject content across the nation's schools. "There's a pretty strong case for having a very significant proportion of courses common across all states and territories," Mr Masters said.

But state ministers hit back at their federal counterpart, saying her national agenda was politically driven and out of date. They had been working together towards greater national consistency for several years. "NSW already has a rigorous, highly regarded curriculum and end-of-school credential, and we are concerned that any move to impose a national system would result in a lowering of standards for NSW students," NSW Education Minister Carmel Tebbutt said. "Where it can benefit students and the wider community, NSW supports moves towards greater national consistency, something we have been working co-operatively towards for several years."

Victoria treated the proposal with scepticism. "What Victoria doesn't want to do is lower the high quality educational standards in Victoria just to meet some artificial target proposed by Ms Bishop to satisfy a political agenda," Education Minister John Lenders said.

South Australian Education Minister Jane Lomax-Smith said the federal Government had commissioned many reports into curriculum issues without serious financial investment. "This is just another distraction to take attention away from federal Labor's funded education plan for real improvements in science and mathematics."

The ACT welcomed alignment of curriculum standards provided it did not compromise its education system. Federal Labor education spokesman Stephen Smith said he favoured a national curriculum "with the obvious and sensible local and regional variations".

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Australia's "drought"

When it didn't rain for a short while in much of Australia, it was all due to global warming. Now there is flooding over much of Northern Australia and the dams are full to overflowing. So what caused that? Global cooling? Note that in the report below it is said that it is not raining in Southeast Queensland (where I live). I guess I must have imagined all the downpours of the last few days

North Queensland and the Northern Territory are on cyclone watch today amid concerns a tropical low on the Gulf of Carpentaria may develop into the season's first cyclone. The warning comes after heavy rains have already left dams overflowing, stranded airline passengers, and cut highways and railway lines. The Bureau of Meteorology in Darwin today issued a cyclone warning for Cape York and areas of the Northern Territory and will continue to monitor the area.

The low has already caused torrential downpours across much of Queensland's north with flood waters blocking roads and rail lines between Cairns and Mackay. Some areas have reported more than 400mm [15 inches] of rain.

About 230 people spent the night at Whitsunday airport, north of Mackay, after being stranded by flood waters. The passengers were due to board a flight about 8pm (AEST) yesterday but extreme weather caused the flight to be cancelled as water flooded over Lascelles Avenue, which runs from the Bruce Highway to the airport. More than 280mm has fallen at nearby Proserpine since 9am yesterday and rain is expected to continue over the next 48 hours. Meanwhile, Ingham, north of Townsville is isolated after flood waters blocked access roads. Flood warnings have been issued for rivers between Cooktown and Mackay and the Bruce Highway has been blocked in several places. The Bruce Highway is cut between Mackay and Townsville and north of Ingham, as more than 400mm of rainfall was recorded in parts of the state's north over a 24-hour period.

Queensland Rail has cancelled passenger and freight services until at least Saturday with flood damage to the rail network in a number of locations. The weather also affected schools, with ABC radio reporting some teachers had to spend the night in their classrooms. "And it is still raining," said senior bureau of meteorology forecaster Geoff Doueal.

Heavy rain from a monsoonal low is likely to continue for at least another two days. But the question everyone is asking "Can we send it down south?" is not likely to be answered anytime soon. "It is not expected to come down to southeast Queensland," Mr Doueal said. "We can expect mostly fine weather around Brisbane over the weekend and into early next week."

Less than a week ago, Townsville residents faced level 3 water restrictions and today the dam is full to its existing capacity (75,000 megalitres) and flooding 2m over the spillway. "We were as concerned as Brisbane a week ago," said NQ Water chairman Ian Hamilton. "But luckily we have now got rain and enough water reserves to last us for another year and a bit more."



Retired Townsville couple Merv and Wendy Newnham were among hundreds to witness the flooding over Aplins Weir in the lower reaches of Ross River. "It's been at least seven years since we have seen it so high," Mr Newnham said. "It is truly a sight to see."

Severe weather senior forecaster David Alexander said the tropical low in the Gulf could develop into a cyclone sometime today. "We are expecting it to re-curve through the Gulf and probably, if it goes ashore anywhere, it is likely to do so on the Northern Territory side of the border," Mr Alexander said.

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PILLS MAKE YOU FAT

Some users of a popular sleeping pill have been binge-eating while sleepwalking, leading to enormous weight gains. In one report lodged with the Federal Government's drug reaction committee, a woman put on 23kg over seven months while taking the powerful prescription drug Stilnox. It was only when she was discovered eating in front of an open fridge while asleep that the problem was resolved. In other reported cases:

ANOTHER user who had experienced mysterious weight gain was found by a relative taking food from a fridge and kitchen cupboards while asleep.

A WOMAN woke up with a paint brush in her hand, having painted her front door in her sleep.

TWO Australians claimed to have driven while asleep.

ONE user described walking around his house like a mad man while asleep.

SIXTEEN Australians were discovered exhibiting bizarre behaviour while sleepwalking.

The Adverse Drug Reactions Advisory Committee received 104 reports of hallucinations and 62 reports of amnesia since 2001 from users of Stilnox, the brand name for zolpidem. A 20-pill pack of Stilnox sells for $30 to $35. ADRAC yesterday warned users to be aware of potential side effects, but did not call for the medication to be stripped from shelves. The product remained on the market despite a 2002 ADRAC review which found about 75 per cent of the reports about the drug described one or more reactions, particularly hallucinations, confusion, depression and amnesia.

An ADRAC spokeswoman said it was imperative the drug remain available. "It is important for some people with insomnia to have it at their disposal," she said. "But even then we only recommend a person use it for less than four weeks due to tolerance and loss of effect with repeated use." The spokeswoman said ADRAC felt it was worth advising doctors that Stilnox should only be used as a last-resort drug.

Melbourne Health director of pharmacy David Ford said he had not met any patients with major side effects from Stilnox. "It seems like these cases reported to ADRAC are one-off events," Mr Ford said. Clinical trials of Stilnox had found no major side effects, with some of those involved reporting mild drowsiness, he said. "It would be interesting to see if those who experienced these extreme side effects had taken Stilnox with another prescribed drug, or even illicit drugs or alcohol, which may all exacerbate the effect," Mr Ford said.

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