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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Love in the Crowd

22/11/2015

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Picture
The Tallis wreath at the Menin Gate, November 2015.
Poppies, ironically, are not in season in November so year 8 and 9s’ appearance at the Menin Gate on November 10th was accompanied by a wreath of red gerberas. Our wreath-layers acquitted themselves well and a short film was sent so we could see it back on the mothership on November 11th. We marked the moment respectfully, heard the bugle, and went about our break time business of hugging and sausage sandwiches. That was Wednesday. The following Monday we were at it again, silent in the yard, wondering quite what to think.

I’d arranged to do year 11 assembly on Monday morning in any case. I showed the symbols of the Republique and we talked about Marianne’s tears on some sites. The abuse of power comes as no surprise, I said.
Those who have violence at their fingertips have a tendency to use it: the armed against the unarmed, the strong against the weak. They listened carefully and thought hard. We remembered 7/7 – and the bombing campaigns of the 70s. We are not afraid.

​
Regular readers know that my year 7 groups act as a touchstone for the zeitgeist. We pondered Paley’s metaphor of the watchmaker and started to wonder in a more systematic way than in September if there was a God. Putting that on hold, we returned to our regular current affairs slot. I told them that I didn’t think Instagram was a reliable news source (World War 3 starting next Tuesday, targeting schools – God, I hope I’m right) and we thought a bit about the best response to terrorism. I don’t usually allow football as a news story, but the Wembley match was ripe for discussion. As was the breaking news from Paris: why do terrorists use bits from the Qur’an?  It’s really embarrassing, said one.  Why indeed?

These little ones are getting their feet under the table now. They’re relaxing and thinking, starting to see the seven-year path to adulthood unrolling in the wide corridors and high level walkways of this place. Every so often you get a glimpse of the adult within: a doer, a joker, a worrier. Some will take on the world, some may wish to abdicate responsibility for others. Some who’ll come to love money above all things and some who’ll be fired with righteous fury to change the world for the better. Their faces illuminate the future. Seeing a hall full of them is a wonderful thing.

Lots of adults who drop by under different guises also have children here in school. Sometimes the fates combine to give them a glimpse of the beloved child in a corridor or over my Juliet balcony (oh yes). There’s not a parent in the world who doesn’t grin from ear to ear when the young one flits by, so assured, so capable. Teachers do a lot of that. We seek out the faces in the crowd of the child we want to see, we can scan a thousand faces to find the one who needs a particular word, a helping hand, a reminder or reprimand, a nibble round the edges until the work is done.

I’m always worried that I won’t see the face I’m looking for in a crowd. That there’ll be someone close by who needs something I can offer and I’ll miss it through doziness or preoccupation. I have no idea how you go about blowing up a crowd.  Looking at ours on Wednesday and Monday, how could you lay waste to people? I’m pretty sure that some people just love violence for its own sake and then have to find a way to justify it. Their arguments are vapid and cynical, looking for easy answers in a world of compromise. It’s not new, but it is newly awful.

I often quote the great Rob Coe of Durham University, a neighbour of mine in former days. After years of world-leading research, he’ll only say that children learn when they have to think really hard. The most important thing we can do in our schools is to teach them to think really hard so that when the inexplicable happens they have the wherewithal to reflect sensibly and find ways to resist and survive. To identify a good argument and reject a rubbish one. To care and serve, no matter how annoying, rather than seethe and hate. That’s why our happy communities, noisy with discussion and lit up by faces we love in the crowd might help to save the world. There’s a time for talking and a time for silence, but I don’t want to blow that whistle again for another year.
 
CR
18.11.15
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Preventing what exactly?

4/10/2015

1 Comment

 
Picture
David Shrigley, Those who get it
I trailed this piece as ‘Do young people smell like they used to’ but then we had our Prevent Training so you’ll just have to wait.

​I’ve spent a lifetime thinking and talking about religion so I love it when young people engage in a search for meaning. Those of a religious background adopt or discard the faith of the family. Those not previously exposed to (inoculated against?) religion look for a narrative to hang their hat on. Others just search for an answer. Why is the world a mess? Why are adults so unsatisfactory? Why don’t I matter more? What’s going to happen to me?

Faith develops in religious humans. There is a journey from simple acceptance to understanding and universalising a faith position. Part of that journey - the end of it for some - involves experimenting with fundamentalism. I use the word fundamentalism here in the broad sense, the embracing of the literal truth of a holy book, the subsuming of free will and critical judgement in the tradition and practice of a faith. Choosing fundamentalism is part of our freedom, but irretrievably influenced by religions’ ancient foundations. 
It takes time to argue modern inclusive and life-affirming principles from the writings of people struggling to stay alive. For all we know, they were the best thinkers of their time. The much-criticised Prevent training materials covers this journey quite nicely with case studies. A young person is distressed by an aspect of his life, searches for a simple answer, adopts an immaturely rigid religious or quasi-political position, finds affirmation within that group, starts to be a danger to himself and others and needs to be rescued. Schools should keep an eye out for distress, sudden change or unexpected behaviour. Use the safeguarding systems, don’t be afraid to report things, follow up, support the child. We know how to do this and the best of us have strong and sophisticated systems to protect children from themselves and others. Some of the training is a bit crass and patronising, but we got used to that with the National Strategies, didn’t we just?

I described Prevent to a cleric who became terrifically aeriated about supervising Friday prayer. An outrage! So I told him a about a school with a Christian Union annually staffed by posh and shiny gap year volunteers with full DBS clearance from a local church. Sensible sixth formers kept an eye on things in the room, right up to the day they planned a prayer walk in the yard to hand out sweets with texts against homosexuality. After that, always a teacher in the room. Of course we supervise prayer, in the same way that we supervise play or crossing the road on a school trip.  Some things can be dangerous and children don’t always see it. Adults can be misleading, harmful or just plain wrong.   Schools are designed for supervision. It’s what we do for society, looking after the young.

Good liberal folk, secular or religious, are queasy about Prevent because discussing religion is embarrassing. Most Brits aren’t religious and find it rather inexplicable. Church schools, however, are quite popular and we’ve happily let them chug along since 1944 because their religion is pretty mild. Imagine our horror when deregulated schooling and unreconstructed religion met and brought us Trojan Horse, whatever that turns out to be. OMG, literally. What were we thinking?

Like a child who’s forgotten her Spanish homework, we don’t have the vocabulary for the lesson. We once had checks and balances to prevent religion harming civil society but we didn’t look after them and now we’re confused. So now we’re using the law and the strange concept of fundamental British values (we could just call them human rights) to give us a language to distinguish between good and bad religion. We have to do this because, nationally, we don’t trust ourselves to articulate an argument that falls between ‘all religion is wicked’ and ‘believe what you like’.

However, optimism is part of Tallis character. In the new RE GCSE from 2016 every child should study the two largest religions and every one of them could leave school equipped to make a judgment about faith. That might lay the foundation for better national conversation about the role of religion in a secular democracy and help children experiment more safely, a bit like teaching them to swim.  
 
The training isn’t perfect but it might help people who haven’t known how to think about tricky issues before. Preventing what, exactly? At the very least theological illiteracy, bad religion and the abuse of young people’s search for meaning.
 
CR
1.10.15
1 Comment

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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: headteacher@thomastallis.org.uk
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