Education should make us anxious

This is my #500words for the Purpos/ed project:

Firstly I’d like to make it clear that I think the education system in the UK is excellent.

We hold education to be so important that we’ve made it a legal requirement to engage with it and to a large extent any failings in the system are a reflection of larger societal challenges. Education as a system is woven into these challenges but cannot solve them directly. After all we don’t appear to become less greedy and self-serving the more educated we get…

Much of the recent concerns around the sanctity of education are centred on Higher Education, a level so luxurious by global standards that our complaints look like the whining of the over-privileged.  It is a pity that it’s only when the cash stops flowing that we are suddenly keen to discuss what values we stand for. Ironically our debate in this sense has been economically driven.

My view is that education should make us anxious: anxious to discover new ways of understanding and influencing the world.  It should challenge our ways of seeing and force us to question our identities and our positions. Education should disrupt as much as it builds, ultimately teaching how to learn not what to learn. Individuals leaving formal education should be agile in their thinking and equipped with intellectual tools which broaden their choices. They should retain that anxiety and have an understanding of their incompleteness in a less than perfect world.

Ok, it’s easy for me to spout ideological niceties in a blog post so I will step down from my white-collar-Guardian-reading-degree-educated soap box for a moment and ground my thoughts.

Unfinished CC - Piano Piano!

Clearly if anyone is to survive the form of education I have described they will need a helping hand and a nurturing environment. What students want from the education system is generally structured, organised and goal orientated, in essence, ‘formal’.  And yet we understand that today’s students need to be agile, not relying solely on traditional institutional structures.  That sets an interesting challenge for institutional education. How do we provide rigorous structures, those protected ‘spaces’,  whilst equipping our students with the ability live-out the on-going process of being and becoming in a world of constant change ?


This is not a problem to solve but a tension that can be successfully negotiated given a shared understanding of purpose.  The shift towards a market place model of Higher Education has woken us from our stupor and forced us to reassess what we value. Both those who bring structure and those who seek to disrupt can have a common purpose in a system which rightly contains many opposing elements and, much like ourselves as learners, will never be complete.