“This is an excellent podcast, and the only one that I make time for on a regular basis. Full of insights, very thought-provoking, and with ideas/concepts that have changed my mindset for the better.
I really enjoyed this episode, and was really engaged by Johann Hari’s ideas and his learning from years of deeply studying and reflecting. I do feel compelled to write that I was upset by the broad brushstrokes applied to schools and education at one point in the discussion though. The comments came at a moment of high emotion, which I acknowledge, and perhaps that had an impact on the choice of words at that time; however, I do think it is fair to write a counterpoint in reply to the sentiments expressed.
I write as a teacher (primary) of 16 years. Not all tests and assessments are ‘pointless’ and the curriculum is not one constructed of pointless knowledge either. Expert questioning is a hallmark of great teaching and absolutely at the heart of a good lesson - it is crucial to understanding where the learner is on their journey so you can understand how to move them on. Quizzes and tests are a couple of methods of assessment that are part of the teacher’s toolkit, and they are absolutely appropriate for all children (assuming careful, appropriate, design). Secondly, the knowledge in the curriculum is not pointless. To take science as an example, if children are not taught scientific methods of enquiry, or allowed to discover fundamental aspects of scientific knowledge, how will they travel through life able to recognise when they are likely being lied to?
I agree that there are systemic issues with the education system in the UK, and that the needs of all children are not being met (e.g. SEND). I would like to see significant changes to the way we do things - we could do so much better for our children, collectively. It is, though, unhelpful to reduce it to ‘everything [currently] is pointless’ - that’s inaccurate and unfair.”
Hakodnsnsjsjsj via Apple Podcasts ·
Great Britain ·
09/23/24