Headlines

While browsing the BBC news pages I came across this article . It was this caption that took my notice: "So many parents have been chasing university places for their children that the admissions system is now letting parents act as their agents." My instant reaction was, "Please tell me you are joking..." but it appears to be true.
So, from this article I gather that when young people enter in to the university admission systems they can 'opt to' choose a parent or guardian to be their 'agent' - someone who will deal with the majority of the admission process including sitting in on the actual interview. For children whose lives are already governed by pushing parents who have already decided what they would like their children to do, can you imagine anything worse? It may be optional but how much option do they really get? I know several people whose parents pressurised them in to doing medicine or law when it quite clearly was not what they themselves would have preferred to do. Latterly, such people have left their degree with much anguish and disappointment caused to their parents. The choice of degree or further education or even an alternative option, is very much the choice of the young person and not their parent. Why, therefor, should parents be allowed a greater degree of input than is already in place?

I understand from a parent's point of view, as discussed at the end of the article, that they do not want to simply hand over cheques and start renting flats when they have no idea or little understanding as to what it's all going towards. I understand that this choice for a parental agent is 'optional' (though somehow that thought makes me laugh...). However, the responsibility lies with the young person to inform their parents sufficiently as to what is going on and the parents are quite entitled to say 'no' to paying out if they feel they are insufficiently informed. Is this bid for greater parental access and input going to replace the need for family communication or take away the independence which young people feel they have finally been granted? Could it be that roles are reversed and that in turn, the young people will be the ones left out?

Independence is a primary concern for me but to educationalists there is also a secondary concern as noted in the article. Is this new parental control going to blur the professional line between school and higher education? Tutors and university faculties have a professional relationship with their students much like an employer and employee. Few employers would dream of phoning to consult an employees mother over professional issues, surely? Why then are those in higher education so keen to allow it? Does it allow the lazier students to hand over the their responsibilities and have someone else to the work for for them? Does it hinder those who see university as a step towards independence and a step away from parental control? How are university faculties going to 'manage' this system and ensure that the students really have actually opted for a parent to be involved rather than being pushed? There may be benefits to this system but it seems to be the drawbacks and need for further questions that immediately stand out to me.

Your thoughts?

Role-Model Education

"No printed word, nor spoken plea can teach young minds what they should be. Not all the books on all the shelves – but what the teachers are themselves."
Rudyard Kipling


role model: n. A person looked to by others as an example in a particular role or situation. (Concise Oxford - 9th Edition)

I am currently trying to work my way through a short essay on teaching and learning. Can't say it's the most exciting way to spend the Easter weekend. Still, while doing some research I came across the above quote, used in this article. Some of the results in the research mentioned, though unsurprising, are certainly interesting and relevant to educators and Christians alike.

The research from the article expressed the fact that most children and young people identified their role models first and foremost as the people closest to them in their circle of family and friends. Celebrities and media figures came after these in terms of significant influence. Daniel Rose suggests that this is because, "The gap between theory and practice is bridged, as ideological concepts become realities before the eyes of the students. Once they have truly understood an idea, because they have seen it at first hand...they are only then in a true position to judge its validity to their life, and then make the relevant lifestyle decision." An interesting and somewhat scary thought. After reading this I considered the most significant role models in my life and, agreeing with the research of Anton Bucher, I found that these were in fact the people closest to me in my circle of family and friends. These people are from whom I have sought help or advice from, talked to about their values and have then seen for myself the validity and integrity of what they do in practice. This has then in some shape or form influenced the decisions I have made in my own life. I think that teachers, as Rose suggests, can have an incredible influence over their pupils and not one that they should use without consideration. With ACfE focusing on values and lifestyle pupils will seek to establish role models and identify the connection between theory and practice in the lives of their teachers. This is a huge responsibility, because if the practice of the teacher cannot be justified according to the values they are trying to pass on, their integrity will lie in tatters and I imagine that the pupils' respect will be lost. However, this also has huge implications for us as Christians too. The words that we say and the faith that we profess can be powerful, but those who wish to inspect our faith more closely will probably seek to evaluate the link between our thoughts and our actions. If this link is somewhat tenuous then not only will our integrity be at stake but our witness could be catastrophically tainted.

Rose says that, "Children, especially during adolescence – their most vulnerable and impressionable age - are in need of role models, and take them from all areas that are close at hand". This then begs the question, what kind of role models do our children find in church? A scary question and when children are honest in their opinions we sometimes dislike the answer. Children will not only look for role models in individuals but will also look at the church corporately. I suspect that they will notice where the church as a whole fails to put in to practice the value of children that they profess to have. I suspect that they will notice when a commitment to making church enjoyable and accessible to younger people is lost in translation between word and action. We can teach them about the example that Jesus sets, but I feel that the integrity of our teaching can be seriously diminished where we as individuals and as a church fail to live this out in our own lives. A case study I recently examined showed that a primary 5 pupil knew that, despite the teacher talking about fairness and equality, she only directed questions to children who were likely to know the answers. If children can spot the difference then we are presented with a huge challenge - a challenge not only for those who work with children. If we wish to be good role models for our children, in church and in life, then it requires integrity, honesty and commitment. Let's be the kind of role models that Jesus taught us to be. Perfect? We are not. Honest? We can be. Good role models? Let's find out.

Planning Our Journey

For those of you who pay enough attention to education these days, you will know that the national curriculum guidelines are changing. Out with the old and in with the new. It's about time for a change and although there is no guarentee that the Curriculum for Excellence will be as wonderful as it claims, it's child-centred approach is one I'm all in favour of. The plan is that those who teach under ACfE will support and enable their students to become Confident Individuals, Successful Learners, Responsible Citizens and Effective Contributors. If all this works and the 'yoof of today' is transformed in to such things I would be mightily pleased. (Sarcasm? Me? Never.) Still, despite reservations, I think that the key principles of working with our young people to help them become all these things are good. Rather than ticking boxes I think that CfE allows teachers and pupils to go on a journey together and to observe more rewarding progress. With the ever-present power of 'linking-thinking' this led me to think about the journey that we plan for our children in our churches. What exactly do we hope for them to become? How do we envision their growth? Do we actually have a plan?

All too often I have seen Sunday schools whose primary focus is on getting through the service and getting through the material. Week by week each tick box is complete as another worksheet is done and another story is told. In all of this, what is it that we intend our young people to be doing? In what way do we see them growing?

I think it's important that, just as we do for our church and sometimes our youth, we set out a coherent vision for our children and their place in the church. We must define our key strategies for enabling this vision and ensure that we have team who is working well towards achieving it. If we don't our kids are left floundering and bored with the little opportunity for growth that sunday school provides. I would also suggest that working towards an agreed vision rather than through an agreed material allows far more space for individual leaders to exercise their creativity. I believe there are many people who can communicate wonderfully with our children but are restrained by the step-by-step, worksheet-by-worksheet regime that currently exists. I have a vendetta against worksheets being a main resource but I will admit that on occassion they do have their place. I'm more in favour of an experiential type of learning; taking our kids out and letting them experience God in a whole variety of contexts. That means not just learning stories and verses (which is of course important) but actually doing and seeing and trying and thinking. So, in a very students-with-placards way, I'd like to say: "Abandon the worksheet! Let our children grow!".


We want to see spiritual growth in our children, that they may become confident individuals in themselves, effective disciples to their peers and welcomed contributors to the life of our church. It may well require more thought, more preparation, more trial-and-error but let's give these kids the opportunity. If we don't, we'll lose them younger and quicker as church slowly turns them away from Jesus or at least away from church. I have seen kids as young (or even as old...) as Primary 7 truly worship and weep with love for Jesus. It's possible! So let's plan a journey with our children and let's be part of it. Let's prepare our kids for knowing Jesus now and just when they're 'older'. Let's enable our kids to be diverse, creative, expressive and loved as we nuture their growth and uncover their potential. Let's provide genuine opportunities for our children to engage in worship, to wrestle with scripture and to walk with the whole church. Let us never underestimate what our children can teach us about God - if we only let them.

The Great Teacher

While as academics we study the educationalist, the philosophers and the proffessionals who have done the research and written the books, there is one great teacher that very often we miss. Piaget, Vygotsky, Dewey and Bruner - well recognised names in the educational world, each known for their philososphy and approach to teaching and learning. Very often in lectures and so forth we are asked to consider which of these amongst others we are most like in our approach to teaching, learning and education. However, I have found a significant other who has inspired my approach to teaching- one less familiar to the educational masses and yet whose approach was significantly forward thinking for his time. Jesus. Jesus is often referred to as 'teacher' by his disciples and many others. This made me pause and think, maybe I could learn something from somebody else who seemed to be involved in teaching and learning. Jesus very often began his teaching with the people, their knowledge, their experience and their needs. He started where they were at. He told them stories that related to their existing knowledge and experience. At first glance to those unfamiliar with the bible, stories of shephards, sheep, kings and servants may not be as hard-hitting and cutting edge as we might imagine, but they related to the lives and experiences of the people at the time. He helped them to make the connection between old and new information. He had captive audiences of thousands who would sit and listen to his stories, hanging on every word. How often do we wish for that in our classrooms? When people questioned him he often illustrated his points by looking at their experiences and their lifestyle, tapping in to the knoweldge and cultural capitol of the individual. He used questions carefully, making people think and reflect on what they already knew in a way that would lead them to expand their thinking and reach new conclusions. Vygotsky thought he had something new to say? Think again. Jesus often used scaffolding with his disciples - teaching and training them by building up their knowledge a little a time. He not only told stories and gave the information, he backed it up using scripture and more importantly he lived it out, giving the ultimate example of what he was trying to teach. In a very curriculum-for-excellence type of way, Jesus focused as much on the 'doing' as he did the 'telling' - much like the philosophy of Dewey - and made sure he addressed the needs of the whole person, spiritual and intellectual needs included.

So in conclusion, His was a people-centred teaching approach aimed to benfit the thinking and development of the whole person, starting with where they were and what they knew. He tapped in to the culture of this surroundings and used the interests of the people to get along side them. I think it would benefit many of us particuarly those involved in teaching to learn a little something from one of the greatest teachers ever known.