CHAPTER 8 TEACHING AND LEADERSHIP
3.2 THE PURPOSE OF EDUCATION
44 CHAPTER 3: MORE GUIDE BOOKS – PLACES LESS TRAVELLED
45 My presentation of the data gathered in response to the research question – How does leadership occur within the classroom? (see Chapter 6) – necessitates the recognition of the inevitable purpose of leadership toward the accomplishment of specific goals. As such, I give consideration here to the larger purpose of education, toward which the very existence of the teacher-pupil relationship is directed.
A great deal of formal education takes place in schools, and seeing that this research study is centred on schoolteachers, it behoves the reader to constantly bear in mind the primary purpose behind schools. It does us well to heed the simple wisdom with which Clarke (2009, p.1) opens his book (which is on the topic of school governance):
One of the things that those involved in education should never forget is that schools are for the children – not for teachers, not for principals, not for departmental officials and not for governors. They are there for children, and should be designed and run to ensure the best possible education for every child that attends the school. Every decision made in the school should first pass the test “Is this in the best interests of the pupils?” If the answer is yes then the decision is likely to be a good decision.
Thus what is sought in this study is purpose that is in line with the best interests of children.
In the first instance, notice is taken in this review of the goals of education, as proposed by two eminent writers on education, each of whom sets out five desirable outcomes for the education process of the twenty-first century. The first writer is Sergiovanni (1996, p.122), who suggests that there are five purposes behind schooling of the twenty-first century: (1) to develop basic competency in the ‘3 R’s’ (i.e. reading, writing and arithmetic); (2) to pass on the culture; (3) to teach students to think; (4) to build character; and (5) to cultivate excellence.
The other writer, Gardner (2007), has made an appeal for a modern education system that develops the knowledge and skills that are valued by society, and that produces a high calibre of person. “Education is inherently and inevitably an issue of human goals and human values” (Gardner, 2007, p. 13). Gardner suggests that the following five types of mind need
46 to be cultivated for the twenty-first century: (1) a disciplined mind (a conscientious student of major schools of thought – such as history, mathematics and science – and of at least one professional craft); (2) a synthesising mind (has the ability to integrate ideas from a variety of disciplines); (3) a creative mind (has the ability to discover new solutions and solve new problems, (4) a respectful mind (is willing and able to recognise and appreciate diversity in people); and (5) an ethical mind (someone who can, with honour, meet his/her obligations as a member of a community) (Gardner, 2007).
The following goals for education have been refined over the centuries and speak to the preparation of children for lives that will be lived in a contemporary, twenty-first century world:
mastery of subject disciplines, knowledge and skills;
the transfer of culture to develop ethical, honourable citizens;
the development of the ability to think creatively in the search to find new solutions, solve problems, and integrate ideas;
the building of character which produces people respectful of values;
the cultivation of individuals seeking excellence.
Delors (1996, p.13), who envisions a world of “peace, freedom and social justice” for the twenty-first century (as expressed in the Report to UNESCO of The International Commission on Education for the Twenty-First Century), named education as a “necessary Utopia”, confirming “the belief that education has a fundamental role to play in personal and social development” (Delors, 1996, p.13). His report further noted that:
Traditional responses to the demand for education that are essentially quantitative and knowledge-based are no longer appropriate […].
Each individual must be equipped to seize learning opportunities throughout life, both to broaden her or his knowledge, skills, and attitudes, and to adapt to a changing, complex and inter-dependent world. (Delors, 1996, p.85)
The report proposed a set of fundamental principles for the purpose of education beyond simply the acquisition of knowledge. Whilst formal education has mainly concerned itself
47 with the teaching of knowledge and skills alone (i.e. learning to know and learning to do), the commission proposes that “equal attention should be paid in all organised learning” (Delors, 1996, p.86), so as to include education with respect to affiliation with other people (i.e.
learning to live together), and on the development “of the complete person, in short learning to be” (Delors, 1996, p.86)
The Report to UNESCO of The International Commission on Education for the Twenty-First Century envisaged sweeping reforms in world-wide education, with new emphasis being placed on each of the four pillars described by Delors (1996, p.86) above, namely, learning to know, learning to do, learning to live together, and learning to be. ‘Learning to know’ speaks of learning how to manage the learning process, concentration, memory and thought. It presupposes life-long learning that is stimulating and worthy in its own right. ‘Learning to do’ is concerned with one’s skills being translated into competence. ‘Learning to live together’ has been flagged as “one of the major issues in education today” (Delors, 1996, p.91), and is concerned with the discovery of other people, the ability to form common objectives with them, the ability to live together and cooperate, and the ability to work with others in the achievement of these goals. ‘Learning to be’ refers to “the aim of education as the complete fulfilment of man […] as a member of a family and of a community, citizen and producer, inventor of techniques and creative dreamer” (Delors, 1996, p. 91).
The purpose of education has been defined many times and in many places over the ages, and will no doubt be redefined once again at some future date. This section of the literature review provides a raison d’être for the work of all those involved in the noble pursuit of educational ideals. It remains the function of teaching to achieve these purposes.