The Current Education System: Too Much Beta, Not Enough Alpha
Is our current education system helping to break, not build?
As part of my role at AccessArt, I’ve been attending roundtable discussions with various organisations about the future of art education, in particular with regard to a probable change of government in the UK. Although these discussions centre around art education, it’s clear from all conversations that it is education in its entirety that needs a rethink. The impact education has on all areas of our lives, both in the short term, and the long term; on our wellbeing, relationships, health, as well as the way it nurtures our sense of place in the world, is of course clear. The education system we have now is just a variation of one devised in the 20th century – and we find ourselves in a very different kind of century now, so we cannot assume what once worked (ish) would work at all now.
I must admit to a huge feeling of overwhelm at the roundtable meetings – problems seem intractable, and a government would need to be very brave to tackle and rewrite our entire system, so we will probably just see more tinkering at the edges. But what interests me is how, one day (and I’m under no illusion this will be with the next government, or the next or the next), perhaps science can help describe what we, as artists, know instinctively, and lead us forward into a new, more holistic approach.
What artists intuit about education…
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That there is rarely enough time, understanding or support in the current education system for open-ended, exploratory learning, which is unhindered by an assessment process which, relative to the setting, has the potential to discourage risk-taking.
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That it is hard for learners to feel able to “switch” from types of learning; if the majority of the pupils’ learning experience is based upon taught knowledge, they struggle to understand how to act in a space designed to empower them to discover their own knowledge.
The impact of our current system…
The current system shows its weaknesses in the things that don’t happen and the things that do happen:
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Pupils aren’t afforded the opportunity to explore their creativity, build and express their sense of self, and explore their empathy and connection with others. “Unused creativity is not benign” Brene Brown.
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Pupils struggle with mental health and wellbeing. “That anxiety often starts with sensitivity, and that can often be channelled into creativity” Sheryl Paul
Lindsey Heynderickx
April 27, 2024 @ 11:22 pm
Amazing and brave Paula…. Also, it’s not just the children who are ‘forced’ into constant beta! Teachers, teaching assistants and other amazing staff are being forced into a beta-overload commonly known as ‘robotic overdrive’…. With 13 subjects to squeeze in for a 7 year old – we’re all in a zombie state! No risk takers, adventure seekers or ‘alternative’ – just the ‘beige’!!
Paula
May 14, 2024 @ 7:44 am
Yes absolutely – all of us. Too switched on, all the time. Too much in fear state. Interesting article here https://www.theguardian.com/commentisfree/article/2024/may/10/britain-mental-health-society-neoliberalism-politicians
Anne-Louise Quinton
May 13, 2024 @ 11:16 am
I completely agree with the ‘states’ of mind for learning. Whilst our brains are sponges for information when we are young, education is (seemingly) crammed into this first 5th/4r of our lives. But look at the adult learners. Learning for purpose and able to focus on one or two things. Maturity has helped those who may have struggled at school. When there is viable reason to learn (for career and career progression for example). However Art is and should be the constant – learning for desire and just the experience as well as manual, observational and cerebral value.
A tiered system of learning to find out when we are at our optimum focus would be incredible. Imagine children sitting next to adults with no stigma of the age gap? (Imagine the calming issues and reduction of discipline problems).
Art should be there- the rich seam of gold that we do teach, along with other creative subjects. Why? Because that is where we can hone our alpha and beta states for more even keels, throughout our lives, not just at school. Would we save millions on mental health care?
Am I waffling?
Paula
May 14, 2024 @ 7:42 am
Not waffling Anne-Louise (and thank you). And yes, save millions. I think as we get older, if we are lucky, we get to understand when we learn best, and when we feel healthiest. Children can’t have that insight – it’s up to us as adults to create that environment for them. We’re letting them down hugely by not sharing what we feel/know/want as adults. Thanks Anne-Louise
Susan Coles
May 13, 2024 @ 7:00 pm
I find this an incredibly thoughtful piece of writing. There are so many things that come naturally to us as humans, our sense of curiosity is what made us get up from walking on all fours into walking on two legs and starting to engage with the wider world. To be curious, to create and make. Education should be about curiosity as well as creativity. It’s destroying that spark in young people, and our teachers are sucked unwillingly into form filling, data drops, and so called knowledge rich curriculum models which are totally unfit for purpose. Teachers won’t be teachers for life anymore. The burn out rate is frightening.
Paula
May 14, 2024 @ 7:40 am
Thank you Susan. It’s really not rocket science or revolutionary is it – it just feels that way because we have become so stuck in the system we are in…