The Purpose of Education: A Vision for Schooling in England

I am often teased about the length of the blogs I write and was recently reminded of my blog "What is an education for?" as a particularly long one.  So, I set myself the exercise of rewriting that blog in short form...

In today’s rapidly changing world, where technology and media increasingly influence every aspect of our lives, it is crucial to reassess what education is truly for. The rise of entertainment-driven media, from television to social networks, has subtly but significantly reshaped our approach to learning. This shift has led to an educational landscape where amusement often trumps depth, and the acquisition of knowledge is seen as less important than the ability to engage or entertain. To counteract this trend, we must reinvigorate our educational system with a transcendent purpose—a grand narrative that binds all learning together, providing pupils with a coherent, meaningful education that allows them to reach their full potential.

The Influence of Media on Education

Television, social media, and the internet have introduced new orientations toward learning that are fundamentally at odds with the principles of effective education. Television producers, for instance, are primarily focused on creating content that captivates and entertains, not on fostering deep, critical thinking. As Neil Postman warned in "Amusing Ourselves to Death," when education becomes just another form of entertainment, its true purpose is lost. This is evident in how educational programs often prioritise viewer engagement over intellectual rigor, leading to a generation of pupils who expect learning to be effortless and entertaining, rather than challenging and fulfilling.

Social media has exacerbated this issue by promoting a culture where feelings and popularity often overshadow facts and reasoned debate. The instant gratification offered by these platforms encourages a superficial approach to knowledge, where complex ideas are reduced to soundbites and meaningful discourse is replaced by echo chambers. As a result, pupils are increasingly disengaged from the kind of sustained, disciplined learning that is necessary for true intellectual growth.

The Need for a Grand Narrative

To address these challenges, we must return to the idea that education is for something more than just economic utility or social conformity. It should be driven by a grand narrative—a transcendent idea that gives purpose and meaning to the entire educational process. Historically, grand narratives like the glory of God, patriotism, or the pursuit of scientific knowledge have provided a unifying framework for education, giving pupils a sense of direction and a clear understanding of why their learning matters.

Jacob Bronowski, in his work "The Ascent of Man," championed the idea that education should be about more than just transmitting knowledge; it should be about participating in the ongoing project of human enlightenment. This perspective sees each subject not as a static body of knowledge but as a dynamic field where ideas are continuously tested, debated, and refined. Education, therefore, should equip pupils not just to absorb existing knowledge but to contribute to its advancement, to play their part in the ascent of humanity.

A Vision for Schooling in England

In this vision for schooling in England, education is not merely a means to an end—whether that end is a good job, economic stability, or social mobility. Instead, education is an end in itself, a journey of intellectual and moral development guided by a central, transcendent idea. This idea could be the pursuit of knowledge, the cultivation of virtue, or the commitment to cultural and scientific advancement. Whatever the narrative, it must be one that instills in pupils a sense of purpose, a love for learning, and a desire to contribute to something greater than themselves.

Roger Scruton’s advocacy for the preservation of cultural heritage and the importance of a coherent intellectual framework also informs this vision. Schools should be places where pupils are immersed in the best that has been thought and said, where they are taught to appreciate the interconnectedness of knowledge and to see their education as part of a larger cultural and intellectual tradition.

The Role of Teachers and Schools

For this vision to become a reality, schools must be empowered to choose their own grand narratives—coherent, compelling stories that give meaning to all aspects of the curriculum. Teachers, as the custodians of these narratives, should be trained not only in their subject matter but also in the art of integrating these subjects into the broader narrative. They should be able to show pupils how history, science, literature, and the arts are all interconnected, how they all contribute to the grand project of human progress.

Moreover, this approach to education will make every pupil more likely to fulfill their potential. By providing pupils with a clear sense of purpose and a coherent framework for understanding the world, we help them to see the value in their studies, to engage more deeply with the material, and to develop the intellectual virtues necessary for lifelong learning.

Conclusion

In conclusion, the future of schooling in England lies in our ability to reclaim the purpose of education from the clutches of entertainment and utilitarianism. By adopting a grand narrative that binds all learning together in purpose and meaning, we can create an educational system that truly serves the needs of our pupils and society. It is time to reintroduce a sense of transcendence into our schools, to make education not just about preparing for the future but about participating in the great human journey toward knowledge, wisdom, and understanding.