Creating the Future's Schools

By Hedley Beare | Go to book overview

13

A new kind of school

Principle No. 8, the last Work out your model of school or schooling ‘with fear and trembling’, but then talk it up, constantly and with conviction. In the last analysis, you are its advocate, and its advocacy rests with you. Put simply, why are you doing this at all?

Deschooling Society (1970) and as a result helped to spark the Alternative School Movement of the 1970s. Society is not ready to scrap its schools without having something reliable and proven to put in their place; but it is safe to conclude that schooling provisions will evolve, and probably rapidly, into something quite different from what was known in the previous century.

Schooling obviously gives its recipients an advantage over those who have no schooling. It is therefore clearly a ‘private good’, favouring those who have it and justifying the existence of the schools which provide it. But if schooling simply advantages those who have it, then the beneficiaries should be prepared to pay for it. We can justify schools as private enterprises selling the means (an education) which will give a personal and competitive advantage to its customers (the students). In some cases society might want to give scholarships to those who, unable to afford the expense, may nevertheless be worth investing in for the public good. So we can justify private schools; there is a market for their services. We can also justify schools designed to cultivate talent.

But there is more to it than merely selling a good product to interested or worthy buyers. Schooling is of such importance to society that it warrants the expenditure of taxpayers’ money to ensure that everyone is schooled. Universal education came into existence because society required a principal means of inducting people into the community, into society’s culture, and in such a way that each person becomes a responsible, balanced, contributing and fulfilled member of society. The learning which enables the recipient to undertake paid employment (that is, vocational education) forms a part, but only a part, of those wider purposes of schooling. The costs to society of not having universal

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Creating the Future's Schools
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Figures ix
  • Acknowledgements xi
  • 1 - The Myth of the Unchanging School 1
  • Part I - The Big Picture 9
  • 2 - From an Old World-View to a New 11
  • 3 - From a Society of Factories to a Society of Knowledge Workers 23
  • 4 - New Ways of Knowing 36
  • 5 - The Networked Universe 54
  • 6 - From Bureaucracy to Enterprise Networks 65
  • Part II - Looking at the Practicalities 83
  • 7 - Schools Which Break the Mould 85
  • 8 - Choosing What Future to Have 99
  • 9 - Building a Manifesto for the School as a Provider 113
  • 10 - On Reporting Outcomes 128
  • 11 - Reworking the Curriculum Within a New Mindset 144
  • 12 - Teachers for the School of the Future 166
  • 13 - A New Kind of School 186
  • Bibliography 194
  • Index 203
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