4 Responses to Schools of the Future, and the Present

  1. Professions for PEACE says:

    Another powerfully inspiring post! I fully believe that it is not too much to ask, and while my children are grown, I will never cease from promoting teaching children compassion and doing all we can to help people grow up with healthy spiritual and social intelligences. In this way I can have genuine hope for seeing more peace in our world. Thank you so much for this post!


    • 3D Eye says:

      Gina – many thanks for your continuing interest in and support for 3Di. Since policy makers never speak of spiritual and social intelligences, or the role of teachers in developing them, we despair of significant change ever happening, We need to rethink our aims of education. More than ever we need our children and young people to have high levels of these intelligences – but they’re of no significance, it seems, as far as politicians and others are concerned. There was scant mention of them at the education conference we attended last weekend, and when even education professionals disregard these essential intelligences, then we begin to wonder when change will ever take place.


  2. From my own development journey about education.

    ‘My definition of education though was limited and the description I gave reflected this. “An education gives us access to knowledge. A good education should inspire, enable learning and provide an opportunity to develop skills. To do this it needs to comprise of the fundamental elements that will share society’s values and meet its needs. It includes developing character as well as intellectual, creative and physical abilities.”

    I have learnt, and still learning, that there is more, much more. My current working theory is that there are six aspects or functions of education. These are:

    Integration: sharing traditions, rituals and beliefs
    Understanding: to develop and share knowledge and understanding
    Awareness: to achieve an understanding of ones self, needs and desires
    Evolution: to educate the educator, to be relevant and to move forward
    Objectivity: to reflect, observe and question
    Responsibility: to understand options and consequences (physical, social, spiritual and moral)

    The challenge I set remains the same, that of

    “developing attitudes and approaches to education that promote diversity of learning and sharing of good practice.”

    Perhaps the bigger challenge is to restructure education, to change the “system” so that the present functional aim, that of standardisation, becomes an outcome not a function.’

    Like you say, ‘Is this too much to ask?’ If only!


    • 3D Eye says:

      Thanks for sharing this, Kevin. Our education system needs the people working within it to demand changes that truly benefit children and young people, and also benefit teachers. Fortunately there are signs that this is beginning to happen. There are now several informal groups in England that are proposing radical changes to the way we do education in this country. In spite of the best efforts of politicians some light is breaking through. Even the CBI is calling for the abolition of exams and sixteen and returning education policy and practice to the professionals so that they can work more effectively and creatively. 3Di certainly intends to go on arguing for a multiple intelligences approach to a creative curriculum.


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