Knowledge and the marketplace

August 25, 2020

Some of what I’m going to say will probably seem blindingly obvious, but my recent reflections on testing, and the astonishing farce that has been the government’s recent attempts to manipulate public exam results in this country, have led me to realise how my feelings about learning have changed as I’ve aged, and how these changes are probably inevitable.

The later stages of my teaching career marked a sea-change in attitudes to education, with most students deciding to study not subjects they necessarily liked or loved, but those they felt would guarantee them a career and decent salary: this wasn’t the way my generation had considered study and learning. Of course, if you wanted to be a dentist or doctor or a vet, say, then you obviously had to follow a particular course for a specific qualification. Otherwise you chose to study what genuinely interested you; this was a motivational factor in pursuing those studies, and you graduated a more developed person, of interest to a range of employers because of the higher level skills you had acquired. I accept that such a choice was rather perhaps rather easier in the days of student grants and free university education.

I always chose to study what interested me, and the testing and examinations were in many ways a minor hindrance that I had to put up with; the exception was training to become a teacher, which had specific aims and objectives as well as necessary theoretical and practical assessment. So my studies of languages began at school and worked towards a degree in English and French. I loved French, felt empowered by being able to communicate in another language, proud of being able to be taken for a native after I’d done my year in France and still pretty chuffed that although many French people now know I’m a foreigner, they can’t tell where I’m from… when in France I just ‘do French’, it comes naturally. It’s not quite so straightforward in Germany as my level of competence isn’t that high – I was taken for a Swede once – but my interest in and fascination by communication and language has never waned, and it’s over 40 years since I graduated.

I read Literature for my first, second and third degrees. What this meant was I could indulge my love of lying on a bed or a couch and reading, but I also acquired what I now realise was a toolkit for exploring what I was reading, setting it in contexts and exploring how it worked and achieved its effects; this toolkit was my vademecum throughout an entire teaching career – the qualifications enabled the access to the career, but the heightened and enriched love of reading has been my lifelong companion, and I like to think I have passed on some of this love and enthusiasm to some of my students over the years.

I could say similar things about other subjects I studied and was tested on: there was a qualification and often a subsequent and lasting interest. And the testing was also temporary, I understood quite early on: once I passed my A-Levels I knew that the O-Levels I’d been so proud of two years earlier were fading into not quite insignificance, but certainly the past. Ditto when I came to take my degree… one level replaced the next, in some way denoting that I’d extended a certain set of skills to another level.

What I have come to realise, and to enjoy, is the feeling that learning has been a lifelong activity, achievement and pleasure; I cannot now imagine it being or having been anything otherwise. I have no real idea whether this is a common feeling, but I am convinced it sprang originally from being able to follow what I liked and enjoyed, rather than feeling obliged to study something for my own good, like a dose of cod liver oil. I’m saddened that many of today’s students seem to feel they do not have the freedom to make such a choice. I’m also conscious that many of the things which have fascinated me – books, reading, languages, history, philosophy – are not regarded as worthwhile because their monetary and economic value cannot be computed, and yet I also know that such subjects create values and cultures…

I’m conscious that I’ve mentioned nothing about the world of maths and science, and this is not because I dismiss or belittle it; it just isn’t my world. Maths I always found hard, though I loved arithmetic and playing with numbers, calculating things in my head, and I still derive much pleasure from it today. I passed the necessary examinations at the time and moved on; most of the science and maths has faded and atrophied from lack of use, though it’s still there somewhere on my personal hard-drive. When I became a vegetarian some forty years or so ago, I read and studied a good deal about nutrition and healthy eating, and I have kept up with this, and manage to understand a good deal of the science involved: what I learned all those years ago has come in useful in an unexpected way…

In a decent world, in a wealthy country like ours, I feel that study should be available to anyone, at any time and in any field, if they have the required time and effort to commit to it. Many people, myself included, discover long after the age of formal education, that there are new things they wish to learn…

In the end, I suppose that my experience does demonstrate that indirectly education serves ‘the market’ in that it enabled me to work and have a career; what seems so wrong to me now is to expect the entire education and qualification system to be reduced to a mere function of the market in every aspect, with the state and the market expecting to produce students to fit certain slots, like widgets, whilst making a profit from them all along the way. Just look at all the money made out of examining students, and all the money made out of student accommodation in university towns…

One Response to “Knowledge and the marketplace”

  1. erikleo Says:

    Bernard Shaw’s quip comes to mind: ‘the ony time my education was interrupted was when I went to school.’ I too only put some effort into subjects I liked. I too trained as a teacher – firsts teaching art and then adults later in life – adult literacy and ESOL. I was surrounded by books when I was growing up and am something of a book-aholic now. I had plenty of free time (often when I should have been studying) in which to read and speculate about life, the universe and everything. Is this what is missing nowadays? Do pupils have time for reading and exploring the world or do they just have to jump hurdles to get qualifications?

    Liked by 1 person


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