"Children could determine their own educational outcomes"
Provocative phrase-making there from our friend James Higham who got me thinking with his comment on my
post over at Orphans of Liberty (it's also
here) on forty years of politically motivated, systematic destruction of our education system. The evil consequences of that campaign of destruction are now denied by almost no-one except the Campbell-Millars and the other Labour Party royalty, comfortably wealthy in their middle class
Utopian North London fastness from where they plot feverishly to prevent the escape of other people's ('working class') children from the serfdom guaranteed by their warped ideology.
In (most, not all) of our state schools, newly potty-trained little know-nothings were (and are) not told that they know nothing
because they are children and must sit still and listen and learn something, that that is what childhood is
for, what childhood
is: a time of learning from older people. They are told that they're 'worth it' and tutored in assertiveness. They are 'affirmed' for 'who they are'. They are not told that now's their big chance, their
only chance because they will never again be five, ten, or fifteen years old. They are not told - and their parents are not told to tell them - that
learning in childhood will
liberate them when they are older.
Liberate? What?
Children in the developing world know it. Their grandparents, parents, teachers and playmates all tell them. They are noisily hungry for schooling; daily, determinedly, they walk miles to school, begging en route for pen and paper if necessary. They clamour for education school because they have ambitions to do great things when they grow up and they know that school
now is indispensable to their life
then.
Our children, on the other hand, are assured that they have everything they need
within them. Their teachers will help them to discover and nurture it.
Everything their parents (
meh) and ancestors (
who?) learned, preserved and want to hand on to them is irrelevant and biased against the present reality. ‘Present reality’, of course, is value-judgement-free, an egalitarian, anti-natural and competition-free fantasy world in which all shall have prizes, created and defined not by God or ancestors but by ‘school leaders’ and those in command of
them. Yes, education theorists and philosophers, politicians and NUT commissars, I am looking at you, you malign Marxoid bastards.
The culture within (most, not all) state schools, the 'learning environment', is carefully shaped to influence everything else. Above all the terms of engagement of children with teachers is shaped by the maandatory terminology.
Head teachers are merely 'leaders'. State school children, unlike private school children, are never called 'school children' but 'kids' - much more matey and egalitarian, eroding the relation of hierarchy between teacher and child.
'
Hierarchy? Tsk. Inappropriate. Imperialist terminology. Unacceptably oppressive.'
A state school child is not a 'pupil': one who knows not and so is being
taught by one who knows. The state school child is a 'student': one who is sufficiently mature and self-motivated voluntarily to undertake private scholarly study with limited guidance from a tutor. 'Student' used to denote a person who had finished being a child-pupil in a school and moved on to higher education as a young adult. Now you start being a student at nursery school. Three years old already? You're on your own, kid. So study.
The mandatory use of the word 'student' serves a political purpose, the investigation of which throws up some egregious examples of organised mass child abuse. What has been done to our children should be named for what it is.
At the height of the Sixty-Niners' nihilist revolution of the 1970s, the Hard Left gestated an organisation, now defunct, called the National Union of School Students. The objective was to eliminate the distinction between young adulthood and childhood in order, by flattering the normal teenage yen to be 'treated like a grown-up', to mobilise the energy of children for the revolution. 'The kids' were urged to 'strike' (against
themselves, FFS) and turn out for WRP and SWP demos. Lovely. Actively depriving children of schooling. Caring socialism in action.
The defunct NUSS has a successor, apparently now moribund apart from some onanist declarations about 'the cuts' , in the
London School Students Union. Its lair would seem to be in Respect country, in East London.
If the LSSU really is moribund although with a nest of nihilists as with an apparently failed firework or a motionless rattlesnake, one can never be certain, that can only cheer those of us concerned for the welfare of London's children.
'Children determining their own educational outcome' are given the keys to a kingdom which is mined with death-traps, a kingdom whose complexity is unimaginably beyond their capability to comprehend it or protect themselves in it without the defences provided by sound education. They have been exposed to a world they they can neither understand nor flourish in as free persons, by wicked adults who are perfectly aware of the malicious absurdity of what they are doing.
The outcome is an increasingly uneducated nation moving ineluctably from actual and metaphorical junk-food satiety and state-directed quiescence to the dangerous, angry beginning of chaos.
And now people who should have known better - and who do and did know better - but were and are content to leave the 'teachers' to do their worst, who patronised the Pollys, who gave free rein to the deeply Gramscian BBC with its bully-pulpit, its useful idiots and missionaries, are surprised and annoyed and scared at the outcome of forty years of this.
What? Do me, as they say in the street markets of North London, a lemon.
And yes, the cowardly (pre-Gove) Conservative Party is almost equally culpable, having kowtowed to the blackmail of the Gramscian education establishment rather than do its duty to the nation’s children – and their parents. Yes, even Blessed Margaret.
No-one comes well out of this terrible, tragic experiment.
And we wonder why we have unprecedented corruption in public life at one end of the social spectrum and ignorant utter lawlessness at the other? Whence the surprise? We sowed and tended this lethal seed for decades, and now we see the fruit: the next generation of parents, teachers, carers and government ministers. The little they know and understand, they learned in the schools in which we allowed them to waste their childhood chances.