A modern or classical education – must we choose?
Anastasia De Waal, 22 July 2011
The two aspirations of increasing classical courses and modernising assessment methods may seem incompatible at first sight. On closer examination, however, they may not only work in harmony but actually foster positive outcomes, writes Therese Wallin.
The imminent arrival of the 2012 Olympic Games has sparked London’s mayor Boris Johnson to resurrect his passion for advocating a training in classical subjects, including Latin and ancient history. This, significantly, is no frown upon ‘modern’ courses. Rather, Johnson envisions that a diverse academic plan, embedding both practical and academic activities, will have a positive impact on declining youth crime crates. This is alongside the argued benefit of enhancing the opportunities of students from less advantaged backgrounds applying to Russell Group universities.
Johnson’s vision is however currently somewhat impeded by existing provision. Wilf O’Neill, of the Association for Latin Teaching, notes that the low availability of classical subjects is strongly connected to a shortage of trained teachers.
Meanwhile, there is an increased awareness of the paradox between traditional individual exams and an academic environment that highlights the importance of collaborating and being a good team-player. As such, considerations of possibly altering some exam formats are circulating.
Ultimately, it can surely only be beneficial for students to be exposed to a varied range of topics, where different teaching methods are applied. Even if students later choose to specialise, they are certain to benefit from having been exposed to a broad way of thinking. With an increasingly diverse range of subjects being taught, the exam structure and conditions must necessarily reflect any such development. The alternative is likely to be disharmony between the teaching structure and the exam format, discouraging students from enrolling on a diversity of courses.
I think a lot of the youth crime is associated with alcohol and poor living conditions. Some of these kids look at the future and see no hope.. no reason to fight.. so they turn to alcohol and crime… and then instead of our politicians doing something to help they cut education budgets and ask for a pay raise… GO FIGURE!
Practice should be thought of as fundamental when learning a new topic. The more times that you go over material, and attempt problems and essays that are difficult to you, the better you will become at the tasks. It is important to know when you need to practice on a subject more, and when you have acquired as much knowledge as you need. Be aware that excessively practicing can lead to brain fog.
It is not only students who suffer from the “modernization” of education. I learned philosophy at school. I found it useful in understanding life in general. At university, during my doctoral studies, I found my professor did not comprehend concepts I had come to believe most educated people understood. He was a modern cost efficient professor.
I returned home, took my 5-year-old daughter out of kindergarten and presented her with the alternatives: my professor’s and mine. My 5-year-old chose mine. I asked her why and she gave the same reason I had given my professor. The experience was surreal. That was when I decided to leave the academic world and moved on into industry.
Training in classical subject connects us with our heritage and expands our minds. The modern education system is a misnomer. They train children for a job, but do not educate. Education becomes a parent’s responsibility.