In an age of robots, schools are teaching our children to be redundant

Illustration by Andrzej Krauze


GeorgeMonbiot in The Guardian


In the future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?

Children learn best when teaching aligns with their natural exuberance, energy and curiosity. So why are they dragooned into rows and made to sit still while they are stuffed with facts?

We succeed in adulthood through collaboration. So why is collaboration in tests and exams called cheating?

Governments claim to want to reduce the number of children being excluded from school. So why are their curriculums and tests so narrow that they alienate any child whose mind does not work in a particular way?

The best teachers use their character, creativity and inspiration to trigger children’s instinct to learn. So why are character, creativity and inspiration suppressed by a stifling regime of micromanagement?

There is, as Graham Brown-Martin explains in his book Learning {Re}imagined, a common reason for these perversities. Our schools were designed to produce the workforce required by 19th-century factories. The desired product was workers who would sit silently at their benches all day, behaving identically, to produce identical products, submitting to punishment if they failed to achieve the requisite standards. Collaboration and critical thinking were just what the factory owners wished to discourage.

As far as relevance and utility are concerned, we might as well train children to operate a spinning jenny. Our schools teach skills that are not only redundant but counter-productive. Our children suffer this life-defying, dehumanising system for nothing.


At present we are stuck with the social engineering of an industrial workforce in a post-industrial era

The less relevant the system becomes, the harder the rules must be enforced, and the greater the stress they inflict. One school’s current advertisement in the Times Educational Supplement asks: “Do you like order and discipline? Do you believe in children being obedient every time? … If you do, then the role of detention director could be for you.” Yes, many schools have discipline problems. But is it surprising when children, bursting with energy and excitement, are confined to the spot like battery chickens?

Teachers are now leaving the profession in droves, their training wasted and their careers destroyed by overwork and a spirit-crushing regime of standardisation, testing and top-down control. The less autonomy they are granted, the more they are blamed for the failures of the system. A major recruitment crisis beckons, especially in crucial subjects such as physics and design and technology. This is what governments call efficiency.

Any attempt to change the system, to equip children for the likely demands of the 21st century, rather than those of the 19th, is demonised by governments and newspapers as “social engineering”. Well, of course it is. All teaching is social engineering. At present we are stuck with the social engineering of an industrial workforce in a post-industrial era. Under Donald Trump’s education secretary, Betsy DeVos, and a nostalgic government in Britain, it’s likely only to become worse.

When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting. Then they get to school, and we suppress this instinct by sitting them down, force-feeding them with inert facts and testing the life out of them.

There is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests with help rather than indoctrination. For example, the Essa academy in Bolton gives every pupil an iPad, on which they create projects, share material with their teachers and each other, and can contact their teachers with questions about their homework. By reducing their routine tasks, this system enables teachers to give the children individual help.

Other schools have gone in the opposite direction, taking children outdoors and using the natural world to engage their interests and develop their mental and physical capacities (the Forest School movement promotes this method). But it’s not a matter of high-tech or low-tech; the point is that the world a child enters is rich and diverse enough to ignite their curiosity, and allow them to discover a way of learning that best reflects their character and skills.

There are plenty of teaching programmes designed to work with children, not against them. For example, the Mantle of the Expert encourages them to form teams of inquiry, solving an imaginary task – such as running a container port, excavating a tomb or rescuing people from a disaster – that cuts across traditional subject boundaries. A similar approach, called Quest to Learn, is based on the way children teach themselves to play games. To solve the complex tasks they’re given, they need to acquire plenty of information and skills. They do it with the excitement and tenacity of gamers.

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The Reggio Emilia approach, developed in Italy, allows children to develop their own curriculum, based on what interests them most, opening up the subjects they encounter along the way with the help of their teachers. Ashoka Changemaker schools treat empathy as “a foundational skill on a par with reading and math”, and use it to develop the kind of open, fluid collaboration that, they believe, will be the 21st century’s key skill.

The first multi-racial school in South Africa, Woodmead, developed a fully democratic method of teaching, whose rules and discipline were overseen by a student council. Its integrated studies programme, like the new system in Finland, junked traditional subjects in favour of the students’ explorations of themes, such as gold, or relationships, or the ocean. Among its alumni are some of South Africa’s foremost thinkers, politicians and businesspeople.

In countries such as Britain and the United States, such programmes succeed despite the system, not because of it. Had these governments set out to ensure that children find learning difficult and painful, they could not have done a better job. Yes, let’s have some social engineering. Let’s engineer our children out of the factory and into the real world.

Do we want our children taught by humans or algorithms?

Zoe Williams in The Guardian


 

Parents ‘have been galvanised by the … sight of their children in distress’ over the tests. Photograph: Dominic Lipinski/PA



It is incredibly hard for a headteacher to shout “rubbish” in a crowded hall while an authority figure is speaking. It is like asking a lung specialist to smoke a cigarette. Yet that’s what happened when Nicky Morgan addressed the National Association of Head Teachers conference yesterday. They objected partly to her programme of turning all schools into academies by 2020 and partly to her luminously daft insistence that “testing”, “improving” and “educating” are interchangeable words. 

Her government “introduced the phonics check for six-year-olds, and 100,000 more young people are able to read better as a result,” she told the BBC when she first became education secretary, and she has been trotting out the same nonsense ever since. No amount of disagreement from professionals in the field dents her faith or alters her rhetoric. Indeed, since the Michael Gove era, teachers have been treated as recalcitrant by definition, motivated by sloth, their years of experience reframed not as wisdom but as burnout. When they object to a policy, that merely proves what a sorely needed challenge it poses to their cushy lives. When they shout “rubbish” in a conference hall, it is yet more evidence of what a dangerous bunch of trots they are.

On Tuesday, parents enter the fray, with a school boycott organised by Let Our Kids Be Kids, to protest against “unnecessary testing and a curriculum that limits enjoyment and real understanding”. Some have been galvanised by the bizarre and unnecessary sight of their children in distress, others by solidarity with the teachers – who inconveniently continue to command a great deal of respect among people who actually meet with them – and others who can’t join in the boycott because of minor administrative details such as having to go to work, but have signed the petition. It is the beginning of a new activism – muscular, cooperative and agile because it has to be.

The boycott is in protest against ‘unnecessary testing and a curriculum that limits enjoyment and real understanding’. Photograph: Barry Batchelor/PA

If the only problem is that it causes anxiety to a load of pampered under-10s, shouldn’t they just suck it up? Isn’t that the best way to learn what the world is like? The framing of this debate is precisely wrong. No serious educationalist thinks that the way to drive up standards among children is to make tests more frequent and more exacting. Nor does anybody of any expertise really believe that teachers need to be incentivised by results. It is an incredibly tough, demanding, indifferently remunerated job, which nobody would do except as a vocation. It is not for the profession or the parents to explain what the tests are doing to the kids; it is for the education secretary to explain what these tests are for. 

By coincidence, at the end of last week, Randi Weingarten, head of the American Federation of Teachers, was in London to hand in a petition to Pearson, the education company and provider of curriculums and test delivery. The petition protested against two perceived issues: concerns about over-testing in US schools and alleged profiteering in the global south. The trajectory in US education, from universal public provision with local accountability to mass outsourcing and centralised control, is strikingly similar to what has happened here. It begins with the creation of a failure narrative, “that both the Democrats and the Republican bought into, which is, the sky is falling, the sky is falling, the sky is falling”, Weingarten told me. That creates the rationale for testing, since, without data, you can’t tell whether you’re improving. Those tests are consequential: the results can be used to fire teachers, close down schools, hold pupils back a year. All the most profound decisions in education can suddenly be made by an algorithm, with no human judgment necessary.

Simultaneously, says Weingarten, Charter schools were introduced, originally – like academies – “as part of a bigger public school system where you could incubate ideas”, but very soon remodelled as a way to supplant rather than supplement the existing system. “And in between all of this, you started seeing the marketisation and the monetisation.” Until things can be counted, there isn’t much scope to create a market.

I was never fully convinced that academisation and hyper-testing were undertaken to create the market conditions for privatisation down the line; I thought it more plausible that the testing was merely a politician’s wheeze to create data out of humans that could then be stuffed into manifestos to persuade other humans that the policies were going in the right direction. Yet the parallels between the US and England are insistent – it has become impossible to ignore the idea that our government is mimicking theirs for a reason.

Whether all this is a prelude to privatisation or a PR stunt for a chaotic government doesn’t actually matter in the medium term: to put seven-year-olds under intolerable pressure for either of those ends would be equally abhorrent. In the long term, the mutation of schools into joyless exam factories won’t be halted by resistance alone, we also need to make a proper account of what education is for.

As Weingarten describes, “We have to help kids build relationships. We have to address their life skills, so they can negotiate the world. We have to help kids build resilience. We have to help kids learn how to problem-solve, how to think, how to engage. So tell me, how are any of these things tested on a standardised test?” That’s a test question for the tin-eared secretary of state herself.