“I believe it is in our nature to explore, to reach out into the unknown.”
Ernerst Shackleton
Fifty years from now we are told that schools will have undergone a revolution and that the accepted structures of school will have vanished. There is an enthusiastic group of educationalists who are certain that soon enough all young people will learn at their own pace, perhaps in places of their choosing, using devices to solve the problems that are set and answer the questions that are asked. This is discovery-based learning ramped up to the maximum. There are times when I’d probably favour not wrangling with the challenges of academic work at nine o’clock in the morning, I’m sure that I am not alone in this. Whether I would have the self-discipline to do it by myself, that is another matter. It is perhaps appropriate that in this the centenary week of Ernest Shackleton’s 1912 expedition to the South Pole the theme of discovery has popped up with some regularity in school life. The BSP holds both opportunity and discovery as being at the heart of all that we strive to do. Today’s Junior School assembly had as its theme opportunity and in it we discovered some of Mr. Potter’s worst ever jokes. Fifty years from now we are told that schools will have undergone a revolution and that the accepted structures of school will have vanished. There is an enthusiastic group of educationalists who are certain that soon enough all young people will learn at their own pace, perhaps in places of their choosing, using devices to solve the problems that are set and answer the questions that are asked. This is discovery-based learning ramped up to the maximum. There are times when I’d probably favour not wrangling with the challenges of academic work at nine o’clock in the morning, I’m sure that I am not alone in this. Whether I would have the self-discipline to do it by myself, that is another matter.
Often seen as being on the other side of this educational debate are those who are seen as championing a character-based approach to education. These people see school as a place where being together and in communities is a fundamental part of the educational process. As businesses talk about a return to the office, I’m reminded that schools are social institutions and the lessons learned here are not simply a matter of academic endeavour. Schools should and do develop character. They also allow for discovery, of both self and of subject. In school we have to live together, we share the same environment and not simply an isolated social media platform or virtual learning environment. In doing so we take responsibility not only for ourselves and our learning but also for our relationships with others. This week I’ve seen plenty of pupils shouldering this responsibility, helping others, planning charity events, co-operating in sports teams and rehearsing for the school show. The champions of character-based approaches are equally clear about the importance of discovery, they’d argue that developing traits such as grit, determination and perseverance are preparation for future success, be that in person, or in the digital world.
As is so often the case with educational debate we have lines drawn and opposition created. In truth as technology changes so will schools. But, for the foreseeable future there remains a clear role for the development of character in schools and this is undoubtedly done in person and in face-to-face communities. At its core is discovery.
Shackleton is remembered as possibly having posted the world’s most unattractive job advert. He selected his crew on both their character as well as their particular skills. If we are to prepare our young people for the world beyond school, we do well to encourage them to discover their talents through all the opportunities that they are given.
Nicholas Hammond
Headmaster
