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Yearly Archives: 2017
Northern education is talked about frequently. Northern educators, on the other hand, are talked to rather less frequently. We are regularly told about the deficiencies of the education we offer; we are less regularly listened to about the challenges that shape the education we offer.
This is unjust.
We do not deny there are improvements to be made. We do not deny that change needs to happen. But we reasonably expect to have a voice of our own when discussing how these things might be achieved.
We are as skilled, as passionate, as well-informed as our colleagues in other areas of the country – we deserve to have our voice heard. And too often it feels as if it is not, with discussion and access always based far away from the villages, town and cities that we teach in.
This needs to change.
And so, we propose the creation of a Northern Education Forum. We’ve put together a Google Form [sign up here] for those who may wish to register their interest in being involved. The details of its remit, its membership, and its role will be fleshed out over the coming weeks.
But in the meantime, we have one simple question:
Below I have outlined some of the changes we have made that some have shown an interest in over the course of the year. Whilst relatively brief (I will try to develop full length posts on each as further reflections/evaluations points occur), I hope it might prove of interest in outlining key changes we have made to marking and curriculum. There is another blog to be written on changes to behaviour and rewards policy (though do check on the recent post on the St. Cuthbert Award), though I have left it out here, mostly for reasons of time. Anyway, all feedback/questions/comments welcome!
We have taken the view that marking too often became a way that a teacher was expected to demonstrate their own work, rather than help a pupil improve theirs. Quite apart from the huge and unnecessary burden this places on staff, it is also ultimately inefficient if the desire is not to check up on teachers, but to check on learning.
As with many of our changes, the overriding goal has been to grow a culture in which our pupils develop a sense of self-discipline and responsibility, the better to form in them healthy habits that will, we hope, help children successfully navigate life in general, not just school in particular. In addition to our behaviour and rewards policies, we came to the view that this can be further reinforced through marking policy – that is, by expecting pupils to take pride in, and responsibility for, the improvement and correction of their own work, rather than placing that responsibility primarily on the teacher. There is plenty of evidence to suggest revision, evaluation and correction also improves retention and understanding – so it felt like a straightforward decision.
And so, we have moved away from a marking policy and toward a feedback policy.
In this, written feedback from the teacher is optional, but not required or expected. What is expected is that each session will start with feedback time, during which the teacher will give verbal feedback to the class on three broad categories – punctuation and grammar, spelling, and content. These sessions should last no more than 10 minutes, but sometimes they might throw up issues or opportunities that a teacher chooses to make a focus of a follow-up lesson. The sessions can be used to reinforce spelling and/or grammar rules, to develop depth and add detail to initial work, or set challenge tasks. During this time the teacher circulates to make sure a pupil is acting on feedback, and will enact any interventions that might be necessary (an issue with presentation, for example, or a particular problem with repeated misunderstanding or inaccuracy).
We are still monitoring impact at this point, though the initial results have been pleasing – instead of a child correcting three missed capital letters and three spellings, all of which the teacher had found for them, the pupil might now make 5, 10, 15 or more improvements, with SPAG rules consolidated along the way, an intervention that would have taken an inordinate amount of time for the teacher to identify and highlight for each pupil under the old, more traditional marking policy. The policy has also been put through its paces in the context of an LA review, and came out well, which was pleasing.
This is not to say that there are no questions thrown up by our new approach, or that we have squared the circle; we are still grappling with how to make this work most effectively in KS1, though we are seeking to embed the principle of self-review, evaluation and improvement there, too. Similarly, we take a slightly different approach in Maths (more on that in another blog), whilst there are further conversations to be had regarding specific interventions for more significant barriers, particularly spelling. Nonetheless, to date the change of approach to marking and feedback has been an important step in raising standards. We will continue to reflect on and refine our policy, to achieve the overriding goal of learner responsibility and improved standards.
No More Marking
Following on from the Feedback Policy, we have moved toward No More Marking to help us with writing assessment. This was partly entered into as another aspect of our attempt to address workload and put greater emphasis on planning over marking when it comes to managing time and resources, but it was also about finding ways to improve the assessment process. Whilst we have brought in various assessment changes across the curriculum, assessment for writing is more difficult, since it is more vulnerable to the risks of subjectivity, as well as shifting (and sometimes baffling) moderation frameworks. As such, No More Marking, with its layers of built-in moderation, seemed to offer the opportunity to improve both assessment of work, but also greater opportunity for reflection and discussion on our own moderation judgements as individuals.
To date, we have completed an internal moderation session, across the Federation, to introduce the staff to the process, and we are now aligning with the national moderation windows. This will become a part of our internal moderation schedule, but also give useful data against larger cohorts. Writing moderation has had its fair share of critics recently, though the move toward best-fit criteria makes No More Marking appealing as a valuable source of both formative and summative assessment. At this point, our goal is simply to monitor impact and see if it enables us to achieve our development points with regards to writing. This will include our own implementation and use of the opportunities it affords, in particular ways in which it might be used to impact more directly upon teaching (and thus CPD), rather than just assessment.
If you’ve read my blog before, you’ll have probably guessed that curriculum has been a particular interest over the past year or so (see here, here and here). The blog was the thinking aloud of changes we were already making to our curriculum, considering them in light of own desire for a knowledge focused curriculum that was not only faithful to, but articulated and illustrated, the contours of the Catholic vision to which we are committed. We have developed our curriculum accordingly, with an eye on developing ‘cultural literacy’ (though I have problems with that term – see here). However, it was also with the belief that it is the job of educators to furnish the mind of pupils with (to use a phrase common to Catholic educational philosophy) the good, the true, and the beautiful, the more so in contexts where, as in our case, exposure to such things might otherwise be minimal.
Nonetheless, we are not a large institution, meaning that resources, and time, is very much limited. As such, we have decided to phase our changes, and have focused on developing the foundation curriculum first. This is to better ensure the delivery of a broad curriculum that, if successful, also naturally supports and enhances the core subjects of Maths, English, Science and R.E. Without time to reinvent the wheel, we were guided by the Core Knowledge scheme, using these as templates for developing our own curricula.
To help signpost core content, we have initially taken an approach of content statements (see snapshots below). These are not used for assessment beyond a glance at what has been covered and how the pupil performed within the context of that lesson (as judged through written work and formative assessment). Instead, they are intended to outline what we expect the children to know as part of their learning over the course of any particular module. Further skills statements – particularly in Geography and History – run alongside the content markers. In places, these statements have the potential to be developed still further, and the move into module planning is a short one, though that would be a heavy investment of resources. As such, focus at the moment is on sharing of planning across institutions, building up planning and resources over the course of implementation.
We are aware that, to develop this approach, we will need to develop a more systematic assessment to accompany the curriculum, although having reached out to several schools it is notable how assessment within the foundation subjects is markedly undeveloped. I suspect this will change with the shift in broader inspection priorities. This is something we will be looking to develop over the course of the forthcoming year, as well as further considering the question of how such a curriculum might begin to inform pedagogical choices.
For English and Maths we are less embedded at this point, though the English curriculum in particular lends itself to a more codified knowledge-based approach, something we are actively developing over the course of this academic year. Of course, English contains many significant strands of study, and the nature of assessment frameworks means a focus on skills cannot be sidelined entirely – as such, the vision is for a signposted curriculum in which certain skills can be taught through certain identified texts, ensuring both breadth of content and attention to the detail of assessment criteria.
We have been itching to improve our science curriculum since we came into the school. Science can be a tricky one to get right – it can be very easy for development of practical skills and experimentation to find itself sidelined due to lack of resources, or lack of expertise, or indeed lack of teacher confidence, or lack of teacher time. At the same time there can exist an opposite risk, so that Science can be reduced down to general ‘whizz-bang’ without accompanying academic content. When we were looking at ways to improve Science, we noticed that so many courses seemed to offer a quick-fix piece of training for an individual teacher, or a standalone resource kit which would have little overall impact on delivery of Science across the school.
In the end, we came across Developing Experts, a new-ish initiative working in conjunction with various luminaries of the core knowledge approach, most notably E D Hirsch. The scheme is exhaustive, places emphasis on developing inquiry and experimentation skills alongside academic content, and provides all curriculum-linked planning (and even data analysis). It also has briefing sheets for teachers, video content to help explain and explore scientific theory and application, links for each area of discovery to testimonies of those who have developed careers in this area of expertise, and also how-to videos for the experiments outlined in planning.
To date, we have been delighted with the impact on Science in our schools, most notably transforming the frequency and quality of science practicals, but also, the development of scientific inquiry in our pupils, and the quality and depth of work being recorded in Science books.
Obviously, there is still a long way to go on our improvement journey, and but I hope this might be of interest to those who have, at various points, asked for details about some of the changes we have been making. If anybody has any further questions, or would like to know anything more, do please get in touch – or better still, pay us a visit!
One thing we’ve been interested to develop at our school is a reward scheme that reinforces school priorities, and encourages children to proceed through the stages of motivation from extrinsic to intrinsic. In so doing, we aim to shift pupil perspective from individual focus to recognition of what it means to be a part of a school community. This has lead to a reinvention of historic behaviour policy, the reintroduction of a House system and House Points scheme, and investment in a reward scheme and celebration schedule which includes everything from small gifts, to trips, to pin badges for excellence.
However, we are also aware that there are some things which might historically have been taught discretely at school, and which most adults would expect children to know, that are slipping through the gap. As such, we hoped to find a way to bring in aspects of personal and moral development into the Reward System. We had heard from a local school of a Headteacher’s Challenge award and, after having a look and being impressed, we have decided to put something together of our own.
As it stands, the idea is to run an annual award scheme, and those who complete the challenges will attend a reward trip at the end of the year. The children receive a small booklet with all the targets listed, to be signed off by a teacher upon completion. Not all need be completed (we have set a minimum of 27 to be completed out of 32 total challenges) – we’re aware this has to span over several year groups, and interest/capacity for some targets might vary, so latitude is needed.
One question upon which we are not yet firmly decided is how to structure the targets. Whilst the original idea was to focus exclusively on life skills, we have expanded it to include three core areas – study success, personal living, and spiritual/moral development (we’re a Catholic school). This is not set in stone, and it can make the targets look a bit hotch-potch, but we hope it will link with what is already in place to ensure our children know that excellence must exist not only in academic achievement, but personal skills and development too. In the end, it is about developing discipline, in the broadest sense of that word – this will underpin any successful future attempt in the art of living well.
The award is initially anticipated to be targeted at Key Stage 2. There is something to be said for separate lists for each year group, or perhaps each phase, to follow a child all the way through their schooling, and maybe this is something we will look into going forward. This would certainly allow us to include a great deal more targets, and take a more expansive approach to personal development. Still, as an initial run, we will focus on introducing a scheme with Key Stage 2 and refining as the need arises.
And so, below is the provisional list we are working with. These are subject to change, and some are under discussion. I have also included suggestions below that others have offered. Since we’re trying to split this over three different categories, it is impossible to include everything, and some valuable things have to be left out – maybe this is something we can consider moving forward, particularly if we decide to go ahead with having different age-related strands in future.
Anyway, if you have any thoughts – about either the organisation of the scheme or the targets in it – then do please comment below.
- Take on a household job for a term
- Become a House Point Star
- Achieve a commendation certificate in celebration assembly.
- Recite a poem off by heart to class or during a school assembly.
- Perform on stage (or support off stage) in a school production or concert.
- Attend Mass in the parish at the weekend at least three times
- Keep a class or school job/responsibility for at least half a term.
- Achieve an attendance award
- Write a formal thank you letter to a member of school staff
- Know all your times tables by heart
- Research and write a biography of St. Cuthbert (compulsory)
- Know the Our Father, Hail Mary and the Glory Be off by heart
- Attend in full school uniform every day
- Run/jog a mile without walking.
- Achieve full marks in every spellings test for a term
- Be able to read an analogue clock
- Read 12 books from the school library.
- Be able to keep eye contact whilst talking with an adult
- Be able to use a knife and fork correctly.
- Attend an after-school club for at least three half-terms
- Attend an out of school club for at least a term
- Raise money for a charity
- Be able to tie shoe laces
- Be a reading buddy for a younger child for a term
- Add a prayer to the Prayer Tree
- Receive a House Point for cursive handwriting
- Use your school planner and hand homework in on time
- Find a five (or more) letter word in a dictionary in seconds or less.
- Lead class worship
- Receive a House Point for good manners or politeness
- Know ABC and be able to put someone in the recovery position
- Make a simple healthy snack or meal (with adult help)
Other suggestions that have been made, primarily through Twitter, include:
- Be able to iron a shirt
- Know your own address, birth date, and telephone number
- Write a birthday card
- Polish your own shoes – with polish, brush and buffer
- Be able to introduce yourself politely, with handshake and eye contact
- Write a simple thank you note
- Grow a plant or vegetable
- Be able to sew a button on to clothes
- Be able to cross a road safely
- Be able to wash hands properly
- Be able to ride a bike
- Be able to swim at least 20 metres
- Be able to identify ten common plants/birds/bugs
- Be in charge of washing up and putting away dishes for at least a term
- Have cared for an animal for a period of time
- Use a screwdriver
- Make a bed properly
- Clean and dress a wound
- Be a reading buddy for a younger child for a term
- Be able to plan a balanced meal
- Be able to follow a recipe
- Be able to tie a tie
- Be able to fix a puncture
- Visit a retirement home
- Do a cartwheel.
- Pack an overnight bag
- Be able to boil an egg
I think I was 14. It was an English lesson, as I recall. And the words were delivered with the hint of a smirk.
‘Well of course, the Sun has a reading age of eight.’
Innocuous enough. And I didn’t know if it was true, nor much care. The truth was less important than the implication, to be honest, veracity less important than meaning. I knew what was going on, what was really being said: ‘here are people who are not like us, we clever ones, we sophisticated ones, we who can see through the ruse to the ignorance of folk. We, children, know better, are better.’
I wanted to be part of the in-group. I wanted to have real status and authority, too. To be like you, Sir, all knowledgeable and self-assured and authoritative. I didn’t want to be one of Them, so subtly scorned with a barbed comment and the raise of an eyebrow. So it seeped in. It became true. Those stupid Sun readers – thickos, bigots all.
Only, my Dad was a Sun reader. And many of my family. And most of the folk on the council estate where I grew up. I knew this because I delivered their morning papers seven days a week. And it was nearly always the Sun, occasionally the Star, the odd Daily Mirror. Except on Sundays, when it was usually the News of the World, and occasionally the Sunday People.
I was, to use an unfashionable term, something of a ‘chav’ at school, though I can chart a change in self-image from around this time onward, from Kappa and Ellesse to Officers’ Club and a whole different section of the Littlewoods catalogue. Perhaps this was just normal teenage rebellion. Either way, I had decided that I wanted something different, that I was cut from different cloth, that the world held better in store for me than it did for those whose love and support had brought me to this point. I distinctly remember being in a GCSE class, reading aloud Heaney’s Follower, a poem superficially about a boy helping his father with jobs around the farm, and the words of the final stanza hitting like thunder – ‘I was a nuisance, tripping, falling/Yapping always. But today/It is my father who keeps stumbling/Behind me, and will not go away.’
My father, no academic but a bloody good soldier, and in many ways our salvation (I need not go into details), with all his coarse dependability, became an awkward moment, to be transcended, to be left behind.
Or when I graduated from my degree course. My gramps, an Irishman who came looking for work in the chemical factories in the North East before finding work driving wagons and settling in Stockton, proud enough of my achievement that he had tears in his eyes. I’ll never forget the hug he gave me. It might have even been my first, aged 22 – you didn’t really do that kind of thing in the Merrick family.
The whole tribe came up to Lancaster, and we went for a meal in a little village called Heysham, which was awkward to get to but classier than the Brewers’ Fayre some had suggested and enabled me to show that I was now a bit more upmarket than that. Whilst we were waiting, Gramps and I went for a stroll, settling just along from a rock with graves carved into it, looking out over the sands of Morecambe Bay. I was in heaven. I’ve always idolised my Gramps – he was different, from somewhere else, with stories to tell. And so when we talked, and he began to give his sage advice, I lapped it up. And then he said, without hint of humour or irony, ‘Michael, you’re a bright boy – have you ever thought about running a pub?’ As my memory tells it, I guffawed, and assured him I had my sights set on greater things. He fell quiet and, after five minutes or so looking out to sea, we made our way back for the meal.
His Dad, it turns out, my great-grandad, ran a pub. In Dublin. And his Dad, my great-grandad, was a great man, a source of pride.
I had just guffawed.
Or with my other Grandad, a bluff Yorkshireman from Wakefield who drove wagons his whole life. We sat in his front room, a three-bedroomed former council house in Pendlebury, Salford. He enjoyed films, did my Grandad. And so when I asked, he started telling me about the ones he liked best. Pretty soon I launched into a monologue about my favourites, all of them foreign language films, airily pronouncing on their artistic qualities, the more obscure and niche the better; Satantango, Russian Ark, Yojimbo, Roma città aperta, Dekalog. I asked him if he’d seen them, and when he said he hadn’t I suggested he lend them (I’d just been to the Trafford Centre and bought a load from HMV), and was mystified when he said no. In the end, with a smile, he gently assured me ‘I’m not into all that,’ and gazed back at the television screen, flicking through what was on and settling for CSI Miami.
I don’t know if these were my favourite films. Maybe they were at the time, though to be honest I doubt it. Looking back, this was about status. Me, the smart-arse, the graduate, the one who went to university, lording it over my Grandad, in his own sitting room. I asked my Dad about this other day, suggesting I was perhaps unbearable after university. He smiled, a sympathetic, loving smile: ‘well, sometimes maybe.’
I had been the first to go to university in my family, on both sides, save for my grandmother’s brother, an outlier whose name was spoken in hushed tones, and whom I had never met because like all clever people he had moved away and was different from us now. And I thought that could be me. It came with a fight – I had had to quit professional football to go to university, much to the incomprehension of various family members, especially when it became clear I was studying Theology (‘do you want to be a priest or what?). In the end, I think I enjoyed the mystique. I was being just like my ‘uncle’ Tony.
And yet, for all I was quietly rejecting them, they never rejected me. I was one of them, even if I increasingly gave the impression of not wanting to be. I was ‘our Mike’, and forever would be. And as time has gone by, I realise how intensely proud I am of them, and of the great fortune it is to have been raised as a working-class kid, as one of them. This background was not an obstacle to be overcome, which is what arguments for social mobility nearly always collapse into, but a fertile soil in which to plant the seeds of future success. It is only with passing years, and the challenges that come with raising your own children, that such issues find a way back to the now, to be chewed over and answered once again, ugly truths and all.
All of this might, of course, hold no greater lesson than my own deficiencies as a human being. I’m happy to acknowledge I have plenty of them. And maybe this post would have been more accurately entitled ‘Gentle Regrets’ or ‘Confessions of an Arrogant Fool.’ But if this is the case, I suspect I share the platform with plenty of others. And this whole thought process was kicked off by the following series of tweets, by Mike Tyler, tweets that resonated with me.
See, that was me. I was those graduates. Much to my shame, I thought that was the character of being educated. And maybe, at times, I still do. Blood is thicker than water, but professional and social respectability is a powerful confounding variable. My own kids have a different childhood from the one I had –so am I rejecting it, or building on it? I can’t honestly say I know the answer to that question. And when you dwell on that loss of identity, of simple surety, it can cut deep. When others tread all over it, it stings.
Neither Here nor There
It is a long established truth that graduates tend to be much more liberal than their non-graduate compatriots. Indeed, since the referendum, plenty on the Remain have been quick to point out the education gap between Leave voters and themselves. The observation is innocent enough, though it too often contains all the smirk and subtext of that teacher from my youth.
Thus the graduate professions take on a particular character, with norms of outlook, of worldview, indeed of morality. The moral compass of the liberal outlook is distinct from the conservative, and these things split broadly over class, which correlates with level of education; these tribes value different things, draw lines in different places. But when the deck is stacked so heavily toward one over the other, the chances of any effort to comprehend the difference diminish whilst self-certainty proliferates. And liberals, contrary to assumption, tend to be as intolerant as conservatives, who have a broader moral outlook, though less understanding of the conservative viewpoint than the other way round. In a profession which is graduate dominated, and with graduate-level education so tightly correlated with liberal outlook, so we might see the roots of an important disconnect. Conformity to the norms of the in-group becomes the mark of the sophisticated, the cultured, the educated. And transgression comes at a cost.
As such, if you arrive from a working-class background shaped by these subversive norms, the graduate professions are not always a comfortable place to be. You must grow accustomed to the objects of derision and mockery being people like your family, those you grew up with, those you know and love. Whilst the derision might be delivered in the abstract – against a general viewpoint or unidentified Other – the barbs are felt personally. The word bigot, or any of its linguistic manifestations, is chucked about casually, but it hits specific targets, especially when it addresses a common viewpoint amongst those who comprise your upbringing. Those ‘xenophobes’ and ‘racists’ who voted Leave, for example, are not disembodied, theoretical people, but those who you know to be nothing of the sort, such as grandparents, who were always so loving and kind, and parents, who have lived a life of service to others, friends, who are decent and hardworking, the folks who live next door, the lady who you see at Church each week, the priest who baptised your kids. It becomes personal, and it jars.
But with public affirmation of in-group norms comes prestige – in the echo chamber of social media, there is status to be acquired through the sassy, the rude, the downright spiteful to working-class folk with more conservative views, on immigration, perhaps, or crime, or Brexit. An army of followers giddily RT and ‘Like’ such comments, as if their articulacy were evidence of their truth and justification for their prejudice. Thus the motes are plucked out whilst the beams remain – the cultured despisers find in their intellectual superiority a justification of their presumed existential superiority, too.
They say in comedy that you should never punch down because it makes you look a bully, though this does not seem to be a moderating influence when there is a witty observation to be delivered highlighting deficiencies of the ‘deplorables.’ I remember attending a Diversity course as a GTP trainee, delivered through a series of dramas and roleplays. It was a good day and I learned plenty, particularly about the importance and power of language – something I grappled with here – though it was noticeable that each time a bigot was portrayed in a drama, they had a strong regional accent and performed a manual trade, with uniform and props to match. When I asked about the apparent incongruity I was told, in a stuttering response, that this simply reflected real life. Prejudice, indeed.
There is nothing particularly new in this, and since most culture-forming and socially prestigious professions are graduate dominated, so the outlooks and assumptions are reflected back and reinforced, presenting a wall of affirmation through which any dissent is proof that someone is Not Like Us, and thus wrong. And from this, the belief that it is a duty to help future generations avoid such a fate, and become more Like Us, and thus right.
In our schools, this has real consequences – as I have explored here and here – creating a representation vacuum as a class of Anywheres seek to educate a generation of Somewheres, Pioneers against Settlers, with the former holding all the power and believing professional success consists in educating the latter out of the values and culture of their upbringing. Pupils from a socially conservative background, which often (not always) overlaps with a working-class (or religious) background, will at times find themselves at odds with the ethical and moral paradigms of those who educate them, a culture chasm always framed as simply a matter of education (or the absence of it). And so the cycle starts over, an abiding tension between home and school, since in this case to be educated is to leave behind what you hear and are taught at home.
But some do choose home. Not because of a lack of learning but because of a refusal to shed heritage and home as the participation fee. If we want to talk about why working-class kids are alienated from education, we could do worse than start a conversation there. That those who agitate so fiercely for social justice, and write and speak so piously about the disenfranchisement of the working class, should choose to studiously ignore this particular deficit, and indeed locate their own virtue in the perpetuation of it, tells us a lot about the intractability of the culture clash we accommodate.
Of course, it follows that the same is true with teachers, though perhaps more acutely, since the heresies of those within are more serious than the ignorance of those without – the latter is tragedy, the former is malice. During Brexit, half a dozen teachers confessed to me that they voted Leave, all by DM, and all saying they did not dare say so publicly. To date, I’m only aware of one having since revealed their vote. And yesterday, in response to a question about one thing that Twitter had changed your mind on, one person DMed and said abortion, but they could never admit this publicly.
I’m not sure such conformism can be described as an evident good, nor the surest sign of a good education. The current creation myth of the teaching profession is one of a virtuous battle against intolerance, bigotry and demonization of the Other – yet those who pursue such accounts of virtue do not always realise, or do not care, that these are precisely the sins they commit in the eyes of those on the receiving end of their evangelism.
And yet… it is more complex than a simple to-and-fro between two competing accounts of the good life, a power play with only one plausible winner. Neither side are entirely wrong, even if heart battles fiercely with head in trying to work out the worst of the two. If you join the affray from a working-class background, you inevitably have a foot in both camps. One may get defensive when those whom you know and love are targets of censure, but you also carry the knowledge that, in some sense, you also chose to leave this tribe behind. And, uncomfortable as it might be, one can also see the validity of some of the analysis, even if its descent into moral judgement and lack of charity becomes sufficient motivation for fighting it. Some might call this contrarianism, but maybe it is something more primal than that. We often see the faults in those we love, but we naturally get defensive if somebody from the outside decides to make it an object of their own crusade. Maybe the same applies here.
Needless to say, this high-minded detachment does not solve the feeling of disconnect. For a working-class kid in a graduate profession, having a foot in both camps mean not really belonging in either, an outsider to each, wishing it did not have to be either-or but finding it difficult to see how it might be otherwise. The norms of one are the enemy of the other. One might mourn the perceived conflict of heritage or professional flourishing, but it is difficult to deny. The world that formed you, that helped you fly, can be the world that holds you back, a world which you both reject(ed) and embrace at the same time. And it is always the rejection that each side of this conflict remembers, never the embrace.
And so you crash along, feeling like an imposter wherever you stand, looking for allies in the cause. But it can be a lonely place. And who wants to be lonely?
Curriculum (re-)design is again in fashion, as inspectors and inspected alike recognise what should have always been obvious: that what we teach is equally as fundamental, likely more so, than how we teach.
Cue a flurry of activity from leaders and middle-leaders, getting back to fundamentals and looking once again at neglected and tired schemes of work, asking how we might be more ambitious, more attentive, and indeed more inspired by the subjects we love, or at least once loved, when we were still allowed to do so.
And what a wonderful development that is.
But as we tread the path to curriculum excellence, a central truth must be upheld: the curriculum is not just an academic matter, and the writing of it even less so.
Knowing What to Value
What we teach is a distillation of that which we deem worthy for future transmission. And not all those choices are strictly utilitarian – or at least they ought not to be. Populating the curriculum necessarily involves value judgements on the part of those tasked with constructing it; those judgements reveal something of the person creating it, the world they inhabit, or the world they wish to inhabit.
And this is important. Those tasked with fashioning a curriculum bear the heavy responsibility of creating the intellectual landscape of a domain we wish our pupils to experience, even if they choose to ultimately reject it. Its aesthetic, its values, its very temperament – a world pupils might not otherwise choose to aspire toward, or at very least might not otherwise fully appreciate. In a very real sense, designing a curriculum is therefore as much a spiritual reflection as an academic one.
This brings controversy, of course, since it cannot avoid value judgment, and one can well understand the challenge of those who argue that the move toward core knowledge can be exclusionary, or that it privileges particular kinds of knowledge over others, or that its aesthetic can be of a marginalising hue – from a particular perspective, there is a valid argument to be met here (see my previous post on one potential perspective here).After all, if one deems a core knowledge curriculum to consist of art and culture beyond the parochial boundaries of place, or deems cultural literacy to consist primarily in knowledgeable articulacy of the contemporary, certainly more than the past, then clearly an alternative vision exists to the one most commonly proffered, and needs to be taken account of.
I’m not sure how often we see that challenge accepted. Curriculum development often appears to proceed without acknowledgment of an argument that concerns its very soul, sometimes ignoring altogether, other times attempting a cross-fertilisation to avoid accusations of the chauvinistic. One might well understand why: this is a minefield, strewn with the traps of politics and identity. But also, because it requires one to retreat back to first principles and ask the most basic questions: if the core curriculum goes hand in hand with developing cultural literacy, then what comprises this culture? And should we only focus on this culture? And what is our aim in seeking to transmit this culture to the next generation?
The Moral Dimension
Potential responses only outline the space for future dialogue, rather than providing a comprehensive answer. The curriculum is the capture of a process, the staging post of cumulative decisions and experiences coming together to form a proposed canon of knowledge. It is the principles guiding these footsteps which offer the best chance of fruitful dialogue.
And so, they begin: are curriculum decisions made with utility in mind – to help ensure future employability and the ability to hold one’s own, in general society as much as in esteemed company? Is it identitarian – to infuse children with the fruits and intellectual architecture of the culture in which they are being formed, the better to increase their attachment to it? Is it simple familiarity – those things which, through time and fashion, have traditionally comprised a liberal education and have long been seen as constituent parts of a quality curriculum? Is it resurrecting a memory – choosing a canon based on its resonance with a particular past, offering pupils ways of finding meaning in the cultural landscape around them? Or is it spiritual – to form the children in front of us and help them inhabit a worldview, a manner of being, which might otherwise remain alien to them?
A collection of all these? Or something else entirely?
The latter might be considered out of place, a soteriological cherry on top of what is otherwise a utilitarian project, by varying degrees, and there are those who would claim such an ambition is an act of oppression, taking upon itself an intimate concern with the soul that should properly be beyond the remit of the school. I am not sure this can really be upheld as a novel exercise – all schools do it, even those who deem themselves most devoutly secular, from content taught to rules administered to values upheld (children from socially conservative traditions, and with socially conservative views, will experience this most acutely in our schools today).
As such, the question is not whether the curriculum is in some sense shaped by a prior moral or spiritual commitment, or even whether it should, but rather which it should be – and how we should decide. Howsoever one finally chooses to answer that question, the issue of content selection as co-constructing that project is never far away, but it most properly follows the prior vision, rather than preceding it.
In a world of busy-ness and deadlines, the time to reflect on such matters can seem indulgent, even should the desire exist to do so – better to simply chuck all the ingredients in and get the job done. But avoiding these questions, or tactfully choosing not to consider them, only gives justification to those who would maintain that our curricula do not represent expanding horizons, but expanding certain horizons, whilst leaving others unattended – with the interlocutor free to speculate for themselves the underlying reasons for any omission. And whilst time is finite, and decisions must be made as to what makes the cut, this is of course understandable. It is not unfair for detractors to ask on what basis curriculum decisions are made.
Looking around, it can sometimes feel as if curriculum improvement consists primarily of simply adding more stuff. This is clearly problematic – it is one thing associating challenge with quantity, but if there is no underlying coherence (important for both the learning and the remembering) to weave such knowledge together then the curriculum lacks authenticity, and gives to those charged with teaching it or learning it no justification for doing so, beyond personal fiat – the determination of a particular Head, at a particular time. Here, the curriculum risks losing its inner dignity, becoming an atomised collection of things, ready to fall apart once the authority of the person insisting upon it ceases to be its sufficient cause.
The focus on content accumulation, on simple quantity, risks turning knowledge into just another consumer product, in which the capacity to consume and one’s accumulated consumption becomes a social signifier and sign of success. And the more glamorous the consumption, the more niche the diet, the better, not because of the interior quality of what is consumed, but because of the status associated with the ability to acquire the exotic.
However, in elevating knowledge consumption by quantity to prestige status, we risk a sort of consumerist kitsch, choosing knowledge not to enhance or nourish, but to impress, to define oneself, to affirm status and the ability to consume and to have consumed – knowledge as performance, as spectacle, knowledge as bling.I’m not convinced this approach has longevity beyond the personality of the individual leader insisting upon it, lacking meaning since it lacks telos – something which underpinned the motivations of those tasked with creating curricula and composing the canonical in ages past. When King Alfred completed his project of translating particular works into English, and insisted upon their distribution and even their reading, he did so not because of a desire to simply fill a neutral pot called knowledge, where the fuller it became the better, but instead because those works were ‘most necessary for all men to know.’ The justification, the enlivening principle, was formation, not a gluttonous accumulation. It was anticipated that the wealth of wisdom could flow from reading these texts, from knowing these principles, to the benefit of both the individual and society.
Whilst exposure to a broader variety of knowledge is certainly a starting point, and learning for learning sake is a virtue to be rehabilitated, this is not a permission slip for some sort of educational nihilism, either for pragmatic purposes or ideological: the question of ‘why?’ has to remain central. Only once this has occurred might one get down to better considering the what, and justifying the discrimination (in the literal sense) necessarily involved in defining it. Because in a finite world, or more specifically a 25 hour timetable, one must indeed be discriminatory in choosing what to include over the myriad other things that could have been included. And one best have in mind the reasons for doing so. Only here can one find the dignity of the curriculum, beyond fiat and fashion, to develop a coherence worthy of the formative years of our children.
The elephant in the room here is the demand placed upon schools by our accountability system, and the pragmatic necessity for highest possible exam performance. This has been left alone not because it is deemed to be of lesser moral worth – I tend to agree that the best we can do for our children is to deliver an education which enables them to achieve excellent exam grades – but because curriculum development is in some sense leading the way over qualifications, being at once more ambitious and more aware of the principled necessity of a broad and high-quality curriculum.
And this is as it should be – examinations capture a slice of what has been taught; they should not become the outer limits of what we teach.
Here’s hoping, then, that the current race toward curriculum improvement proceeds with a clear commitment to an underlying coherence. Or else we’re just playing at this. And however politically astute that might be, and however much professional prestige and career advancement people might find tied up with it, it shall nonetheless be destined to crumble with the passage of time, when, as inevitably happens, people ask why we study this, and do not study that, before realising that we have neglected to ever give an answer.
At the St Ninian Catholic Federation we are seeking to develop a knowledge-rich curriculum that introduces children to learning opportunities that do not yet feature in our current programme. As I have written previously, whilst we are indebted to the work of Hirsch in lighting the way on this, we also need to develop a curriculum offer that reflects our own Catholic ethos, our tradition and our identity, our priorities and needs. Just as the Catholic vision of education is a broad and coherent whole, embracing beauty, goodness and truth in both the religious and the secular, so we aspire for our curriculum to do likewise.
As a result, we wish to develop our music curriculum to better recognise its central status as part of that vision. Whilst this will include new programmes of study, it will also a commitment to ensuring that each child has a minimum entitlement when it comes to knowing the hymns and prayers that form our heritage (I will blog on the specific prayers the children will be taught and expected to know at a later date).
As such, we have decided to develop a Federation canon of 20 hymns that we will aim to ensure all children know before they leave school, and a further list of hymns or chants chosen for their liturgical or spiritual value in the life of the Church. Of course, over the course of 7 years’ worth of hymn practice and Mass attendance the children will come to know more than just this list, and they will come across age appropriate songs at each age level, but identifying a core list helps ensure this minimum entitlement is met.
Whilst this is still a working document, and open for change, the hymns we currently have identified as comprising a core canon are:
- Adeste Fideles
- Amazing Grace
- As I Kneel Before You
- Be Still for the Presence of the Lord
- Be Thou My Vision
- Eat This Bread, Drink This Cup
- Faith of Our Fathers
- Forty Days and Forty Nights
- Guide Me, O Thou Great Redeemer
- Hail, Queen of Heaven
- Holy Virgin by God’s Decree
- How Great Thou Art
- Immaculate Mary
- Lord of All Hopefulness
- Sweet Heart of Jesus
- Take My Hands
- The Lord is My Shepherd
- Ubi Caritas
- Veni, Veni Emmanuel
- When I Survey This Wondrous Cross
We also want the children to know and be able to recognise different prayers and parts of the Mass that might be sung, or prayers often sung on special occasions. For this, our current list is:
- Pater Noster
- Ave Maria
- Agnus Dei
- Salve Regina
- Tantum Ergo
- Te Deum
- Dies Irae
Many of these the children will have already been introduced to, primarily through the weekly Mass, which will ensure the music they learn and sing reflects the liturgical year or spiritual use for which it was originally designed. It is also important to note that list will work alongside the wider curriculum (and in many cases overlap with it), which will include a variety of musical traditions, both secular and sacred, complementing the performative aspect of singing with both theory and the ability to read and be able to follow sheet music as part of that performance.
There are challenges of course – from expertise, to resources, to time. These are significant, though not insuperable. We are also aware that the curriculum must remain mindful of the pupils, and not become a simple adornment of our own ego – it is all too easy to produce a list of increasingly obscure suggestions, not to develop the abilities and interest of children, but to make a statement about one’s own.
For this reason, the curriculum will be under constant review. In the first instance, however, we are determined that music will no longer be seen as an adjunct to our learning, but as a core component of the Catholic curriculum, helping us deliver a suitably rounded and coherent vision of human flourishing in what we teach our children, or more accurately for the purposes of this blog, what we expect them to be able to sing.
And that is where we are to date. If you think there are other hymns you think would be worthy for inclusion, or have any other thoughts to share, I’d be delighted to hear from you – do please either use the ‘Contact’ form on the website or make recommendations in the comments box below.
N.B. Newman needs to be on there – Praise to the Holiest in the Height. Hmmm…
In a previous blog (‘Contesting the Canon’), I explored concerns regarding the potential (anti-Catholic) partiality of the canon, but also the overarching effectiveness of the core knowledge curriculum for achieving its principal goal of cultural literacy. In sum, I suggested that whilst I support and advocate the idea of a canon, the core knowledge approach seemed to have taken on an overtly secular character, meaning the contents of its canon were necessarily restricted and restrictive. This was a problem for us, a Catholic school, but also for the very notion of cultural literacy – or as I wrote then, ‘if one starts from a position of neglecting the religious and theological backdrop of the culture in which so much of our cultural inheritance was formed, what is offered is but a shadow of artefacts, and ultimately historical and cultural illiteracy, a secular humanist wish-projection of what our shared history and identity should have been, rather than what it practically and really is.”
With the kind help of Dame Rachel de Souza (@Rachel_deSouza) of the Inspiration Trust, the blog gained the attention of E D Hirsch, architect of the core knowledge revolution and someone whose work and influence I admire. He was kind enough to comment on the blog and gracious enough to answer a follow-up question, which shall form the basis of this blog.
But first, the background of the question. Since the core knowledge (or similar) agenda took off in the UK, I have wondered why it seems to neglect such a huge area of learning as scripture and theology. Since one needn’t have a faith persuasion to study either of these things, and since they seem fundamental to a halfway competent understanding of so much of our shared history and culture, the oversight is curious. Quite why it might exist is open to debate: be it subliminal partisanship or wider ignorance (in the literal, non-pejorative sense), it nonetheless existed.
But the danger of such an oversight seems clear: one risks falling into precisely that trap set by anti-canon activists, who insist the whole project is not the objective exercise in aesthetics its proponents claim, but instead the imposition of a highly partial and exclusive account of ‘us’. I disagree with this, but the absence described above opens a door to the claim – after all, if we wish to construct a canon of the best that has been thought and said, we better make sure its contents reflect the value of things in themselves, and not the personal hangups or preferences of those charged with collating it. Failure to do so risks precisely the philistinism of which the core knowledge agenda is intended to be a riposte.
It is from this perspective that I wished to press the point regarding the secular character of core knowledge. Whilst I recognise that Hirsch operates in a US context, and has indeed tipped his hat to the role of scripture in shaping the cultural, I was curious as to how far he thought his might go, not least since advocates in this country seem to have paid this curiously little attention.
And so my (with hindsight very wordy) question, which was:
My main question… is to do with the core proposal of the original piece, which is that the core knowledge movement, certainly as I have come across it in the UK, seems to have become secular-humanist in both content and delivery, and in so doing risks two consequences, each of which aggravate against the very concept of core knowledge: firstly, it can neglect high value cultural treasures and over-promote others, thus giving a distorted account of cultural value; secondly, it presents an obstacle to effective understanding of the key content of our canon, denying pupils the principal interpretative framework to understand the canon in its true historical and cultural context…. Hence the suggestion that core knowledge, in this particular form, risks promoting cultural illiteracy and misunderstanding, and putting together something akin to a ‘knowledge menu’, which is prone to the kitsch… I would be delighted to hear your thoughts on the matter.
And thus came the response:
In the UK there’s a Church of England. In the USA, there’s not a Church of the USA. That was the political/cultural decision that was taken by our founders, and stressed before the founding in the Virginia Statute for religious Freedom of 1786 authored by Jefferson. The statute named theology and scripture “opinion” and indicated that it must never be part of the official public sphere. The aim was to keep unity and peace — against the backdrop of the bloody wars of religion of prior centuries in Europe.
The tradition in the American schools was to teach about religion as a historical phenomenon, but to leave hymns, prayers, and scripture to the home.
Instead we instituted a quasi civil religion (Rousseau’s idea) with a National Anthem (i.e. National Hymn), a holy secular symbol (the flag). The Core Knowledge curriculum outline is very much in that tradition. Even Bible stories as stories were approached with caution.
There is a lot to unpack there, beginning with that very first sentence, since it rubs against the argument of the original post that the core canon excludes the Catholic from our accounts of culture and nationhood, and that this had been precisely the intention and reality for hundreds of years (see the original blog for the expanded version of this argument).
But to focus on the broader argument, Hirsch seems to be clarifying that the core knowledge curriculum is intentionally framed within a resolutely secular narrative that actively confines to the personal many of those things that I would argue are essential aspects of any broad account of cultural literacy. Religion could be studied through a sociological gaze – which might itself be open to questions regarding effectiveness – but any more than this transgresses the separation-ideal of American civic life (a civic space that, it must be noted, is very different in history and character to the UK.)
At this point, the core knowledge curriculum appears to take on a slightly different ambition from what I had assumed, and I now wonder if it might be better to suggest that it more accurately advocates the acquisition of ‘knowledge capital’, which is unquestionably a good thing, and with which we acquire cultural literacy. I understand how this might make sense within a clean-slate secularism such as that which prevailed in the US, though whether it can be seamlessly transposed into the rather more entangled and undulating history of the United Kingdom strikes me as doubtful. The direct link from expanding knowledge capital to improving cultural literacy might make sense in a US context, but less so in a UK context, and insisting upon such a separation might even have the unintended consequence of inhibiting it.
Of course some might disagree here, and suggest that Hirsch’s divide between these two knowledge realms is desirable, perhaps even necessary within our de facto secular education system. And whilst I see how this might make superficial sense, or better reflect the worldview of those without faith, or those accustomed to the view that faith is a private matter, I only offer the same challenge as set down in the previous blog: how do you give an honest and authentic account of our cultural inheritance whilst sectioning off those things which were and remain principal components of it? How do you teach an accurate understanding of so many of our historical events, of our institutions, of our political reforms, of myriad cultural references, of legal developments, or literary expression, or social customs, or shared festivals and celebrations, or architectural history, or innumerable other things, without it?
Without scripture and theology one is destined to miss the target on these things, and will instead garner only a superficial collection of cultural tidbits (themselves chosen by the same highly partial criteria), denied of the framework within which to properly understand their worth, making erroneous assumptions about our shared history and identity accordingly. In other words, there is a difference between knowledge capital and cultural literacy, and the latter requires more careful thought than the former, since the former can easily collapse into a form utilitarian kitsch whilst the latter depends upon judgement and wisdom
What does this mean for our schools? Over the next few months at the St. Ninian Catholic Federation we will be seeking a way to integrate the best of the core knowledge agenda as it has already developed, rooted in the desire for both knowledge capital and cultural literacy, whilst curating a canon that better reflects a fuller account of learning consistent with the Catholic vision of education. In other words, we are looking at how we offer a genuinely Catholic core knowledge programme, to present the riches of human achievement on the one hand, situated within a proper account of human understanding and flourishing on the other (whilst out of fashion now, Catholic philosophy historically preferred to use the term ‘formation’, which more accurately depicts this account of flourishing).
Of course, this is not a process of manufacture and pedagogical consideration also informs our considerations, as do questions of what support structures we can offer to help children achieve the highest standards. Perhaps that will be a matter for another post, but for now the focus is on constructing a compelling, broad and challenging curriculum. It promises to be an exciting project. If you are interested in our work, or would like to collaborate in creating an outstanding core curriculum, then do please feel free to get in touch – we would be delighted to hear from you.
The face plate opposite adorns the tomb of Philip Howard, who died in 1786 while in the service of the King of Sardinia. It is a moving tribute and speaks of the earnest desire of an Englishman to serve his country, even whilst precluded from doing so. His patriotism was clear; his cultural endowment ought to have been equally so.
But it wasn’t. The Howards were recusants, seeking to uphold the Old Faith against a political elite determined that such obstinacy was tantamount to sedition. And this little Anglican chapel nestled on the western banks of the River Eden at Wetheral, with its mausoleum hidden away through the north transept, housing the testimonies and remains of ‘papists’ and bearing this poignant plea for clemency, stands in quiet witness to the messiness and splintered loyalties bequeathed by the Reformation and the persecution that followed (the chapel was originally the local church for the Howard family of nearby Corby Castle, the same Howards who, following the emancipation of the Roman Catholic Relief Act in 1829, commissioned A.W.N. Pugin to build a Catholic church, further away though this time on their side of the river). Whilst another branch of the Howard line, based ten miles to the east at Naworth Castle, eventually conformed (with inducement to do so – Charles Howard was made first Earl of Carlisle), others held firm and became outcast.
And outcast really is the word, especially if our interest is cultural inheritance. Loyal Catholics, during that period described by Cobbett as ‘an alteration greatly for the worse’, had their wealth purloined as much as their stake in society, and found themselves asset-stripped as the Acts of Uniformity, the Test Acts, and myriad other laws achieved their principal objective and diminished the influence and position of Catholics. Cultural alienation followed – notwithstanding notable exceptions, from Byrd to Tallis, Campion to Shakespeare(!), it is difficult to generate, let alone bequeath, great art, literature and architecture, while isolated and stripped of the web of relationships and influence that underpins such flourishing. From patronage to possessions, Catholics found themselves outcasts in their own lands, a land they built, a land which bore the marks they laid upon it, which sang the testimony of their deeds in stone and quill.It may be tempting to see this as an historical debate, though that would be to miss the continuing impacts of that centuries-long dispossession, one that is a source of interest for anyone wishing to think again about curriculum and what we pass on to our children. Sat amidst the architectural and artistic beauty of Carlisle cathedral (described unfairly by Pevsner as ‘not much more than half a cathedral,’) during a recent choral concert, the question became pertinent: why does the Catholic community have such comparatively feeble offerings? Why are we largely absent from culture in this sense, a culture which we historically defined, the treasures of which remain at the heart of our national story today? The answer lies in the disenfranchisement outlined above, no longer possessing the organic infrastructure or accumulated expertise and culture to do so. Whilst this might be ameliorated in the big cities, beyond here the Catholic church often exists in a liturgically, architecturally and aesthetically emaciated form.
Since exclusion was as much about ideas as it was property portfolios, so ignorance of, and hostility toward, the Catholic faith became a way of asserting rightmindedness and affirming social credentials – to be a member of the in-crowd, one had to be able to mock and ridicule Catholics, to repeat and defend what Newman called the ‘myths and fables’ of the anti-Catholic record. The temperament remains prevalent today, with ignorance of the Faith seemingly synonymous with a cultured worldview and an elevated intellect (one might point to the jingoistic whiggery of Michael Gove’s recent offering as a fine example of this enduring phenomenon). And politically, too: we fight for our right to exist in the state sector, and put at risk our employment within it where our adherence to doctrine might be deemed incompatible with the dictates of the state. How poetic history can be.
What relevance has any of this to curriculum? Well, it is important to state these truths, since this is the historical milieu from within which our educational canon is constructed, the well from which our intellectual waters are drawn. If we are to discuss what we deem worthy of transmission from generation to generation then the curation of that canon, and the judgement of what best comprises it, is a matter for scrutiny, lest we risk repeating the disinheritance and wrongly calling it scholarship.
For myself, this has become a more pressing matter in recent weeks, as we look at ways we can develop a core knowledge curriculum at our schools, a broad vision of learning which really does offer, to quote Arnold, the best of that which has been thought and said.
And here one runs into difficulty. Bluntly put, one is tempted to question whether the Hirschian approach, and more so the evangelism of his disciples, might be insufficient for the task. It seems increasingly the case that the core knowledge movement restricts itself to the straight jacket of secularity, cutting itself from whole fields of interpretative frameworks and placing insufficient stress on theology and especially Scripture. For many this presents no barrier (I have seen few protest the point), either lacking the personal belief to deem it important or working in a non-church school where it might be deemed inappropriate anyway. But surely this is to accept an impoverished canon, blind not only to the realities of our shared history but also to the very concept of core knowledge and cultural capital in the first place.
Examples? Well, prayer is an obvious place – is Kipling’s If self-evidently more worthy of recitation than the Our Father? Is the rosary in possession of less cultural capital, and worthy of less attention, than Shelley’s Ozymandias? Is the liturgical year, the cadences of which shaped the very psyche of our island and the customs and rituals therein, unworthy of detailed study? Is scripture, which lay at the heart of learning for hundreds of years and shaped everything from our laws to our literature, not a foundational aspect of any coherent concept of cultural capital? And lastly, is theology, the lens through which one must approach so many historical events to have any meaningful understanding of them, not worthy of as much attention as the events themselves?Of course this might jar, with some seeing a jump into the theistic problematic in a system that is resolutely secular (though I suspect Arnold himself, whilst no theist, would have rejected this line of thought). But if that is the case, then we must confront an uncomfortable truth: should the best that has been thought and written be determined primarily by our present philosophical hue? If we say yes, then do we not also reject the notion that elevated knowledge and cultural value is timeless, and reaffirm that our curation is focused not by the worth of the texts themselves, but as the reflection of our own prejudices in approaching them? And if so, isn’t this precisely the point that those who criticise the notion of having any canon at all (‘Dead, White Males’) have long been making themselves?
In short, if one starts from a position of neglecting the religious and theological backdrop of the culture in which so much of our cultural inheritance was formed, what is offered is but a shadow of artefacts, and ultimately historical and cultural illiteracy, a secular humanist wish-projection of what our shared history and identity should have been, rather than what it practically and really is.
Which brings me back to our schools. Taking into account this deficiency, wanting to give a fuller account of that cultural fruits we wish to see preserved and bequeathed, do we, as a Catholic federation, need a Catholic canon? One hundred and sixty five years after Newman sought to define the proper curriculum of a Catholic university, must the Catholic community undertake a more systematic effort to define the proper curriculum of a Catholic school? Do we need to stake out our own vision, to include those treasures of our own that have not only been neglected, but from which we have been excluded? Something of the sort does exist, though not in a collated or systematic form. Should that be our next project? And if so, does that undermine the very notion of a canon, by definition shared and universal, or reaffirm it?
Or should we accept what we might believe to be a sanitised product, projecting an account of worthiness defined, ironically, by the whims of the now? This would certainly be easier. But I for one cannot shake the feeling that we might have something worthier still. Or put another way, would a Catholic canon cast aside the secular in the same way the secular casts aside the theological, or a thousand years after last having done so would it instead preserve them equally since, as with Chesterton, ‘it is only Christian men/Guard even heathen things’?
I’d certainly welcome your thoughts.
Read the follow-up post, including an email dialogue with Hirsch, by clicking here.
For those who have found the commentary of David Goodhart of interest recently, and particularly his accounts of recent family policy and its unintended consequences, then you might perhaps be interested to read my own contribution to the discussion, a version of the essay that appeared in the Blue Labour book (available to buy here)
The Labour Family
by Michael Merrick
The family. Not something the contemporary left is terribly good at talking about, the family. Mere mention of the word can bring about fits of blushes in the more timid whilst raising the hackles of an energetic few just waiting to pounce on anything that smacks of judgement or prejudice. When, in the occasional burst of courage, the left does advance and broach the subject of the family, the words that come out of its mouth are often so vague and platitudinous as to verge on the meaningless. They do not say anything in particular, because they think not saying anything in particular is the safest thing to say. Or, worse, they believe that not saying anything in particular is the right thing to say.
The reasons for this are myriad, though one main problem is that there are so many people one can potentially upset, or at least presume to upset (which is not quite the same thing). So many identities and ideologies, so many lifestyles and life choices, all of which must be respected if we are to fulfil what has become the ultimate and overriding goal of the contemporary left: to be inclusive. The logic of this is circular, as we shall see, but for now suffice it to say that talk of the family can appear such a toxic issue because, save for the release of saccharine niceties laden with innumerable caveats so as to avoid all possible offence, it is just so hard to get right. Politicians, terrified of appearing moralistic before an electorate who know all too well the shortcomings of the political classes, instead choose silence for fear their appeal to accounts of the good might instead appear as diatribe delivered from upon high to those living on the truly sharp edge of such realities.
For those who disregard the taboos, who earnestly appeal to the values of the Labour Party they grew up with, the values of their parents and grandparents before them, who speak honestly and unambiguously about the family, its importance to society, its breakdown, the role of the state in its breakdown, and the consequences of that breakdown – for those courageous souls the political collateral is significant. If their ideas are tolerated then their presence within positions of prominence with which to enact their delusions and/or prejudices most certainly is not. Such speakers are banished to the fringes, since in daring to say something particular they also sound exclusionary, thereby abandoning (their opponents would claim) those vulnerable people whom the aim of Labour it is to champion.
Yet it must be recognised that the left have not always placed themselves in this position. There was a time when talked openly and freely on the subject of the family, primarily because it talked openly and freely about moral imperatives and the common good without the constraints of relativism and reticence that so besets the contemporary left. Which leads us to the single biggest reason why the contemporary left does not and often cannot talk effectively about the family: it has embraced a creed that limits its ability to do so.
This creed, the unchallengeable orthodoxy of a liberal activist core (which shall hereafter be referred to as the New Left), though not of many others, is a political and philosophical stumbling block. The contemporary left, dominated by its middle-class urban intelligentsia, have adopted an account of self and social more consistent with the free-marketeering logic they claim to despise than the mutualistic Labour tradition under whose banner they earnestly march. Ideas supposedly shunned in the economic sphere are the same ideas warmly embraced in the social. In the words of John Millbank,
Politics has become a shadow play. In reality, economic and cultural liberalism go together and increase together. The left has won the cultural war, and the right has won the economic war. But of course, they are really both on the same side.
As such, the contemporary left has wandered down a logical and political blind-alley. Cognisant of ways in which liberalism in the economic markets has ravaged communities, it refuses to countenance ways in which liberalism in the social markets has produced the same. Able to give coherent accounts of how economic capital, or the lack of it, can corrode the roots of family life, it nonetheless stumbles and stutters when confronted with how social capital, or the lack of it, has proven every bit as insidious. The contemporary left will acknowledge that the family was the traditional bulwark against the acute poverty suffered by our forebears, though refuse to countenance ways in which the ‘progress’ championed by Labour Mum, to use Maurice Glasman’s terms, has often come through jettisoning precisely those protective customs and conventions once upheld by (now-cowed) Labour Dad.
In what follows I shall try to give an account of how these ideas inhibit the left’s ability to talk meaningfully about the family, a dereliction that has harmed its core constituency more than any other. The evidential argument is not one that I seek to offer. The evidence pertaining to the broad superiority of the stable family for producing positive life outcomes for children is so overwhelming that it seems tedious to reproduce it here. Besides, such an argument is unlikely to convince those that have set their face against it, precisely because they have set their face against it primarily on non-evidential terms. The questions I shall attempt to address, then, are these: how has this situation come pass? What form has it taken? And what can Blue Labour offer in response?
The Rise of the Revolutionary New Left
To tell the tale of the revolutionary New Left is actually to tell the tale of the gradual triumph of radically right-wing accounts of the social sphere. Or, perhaps more accurately, it is to document the gradual triumph of a fundamentally asocial ideology able to manifest itself in the language and thought of both wings of the political spectrum. It is for this reason that the saga is not restricted to the political left, even whilst we can readily admit that the political left is where the culture and thought of which we speak originally found its most obliging host. Rather, documented here is the broad advance of an idea, a habit of thought, which gradually commanded loyalty across the political spectrum. The left’s role as recounted here, therefore, was as much through contribution to the evolution of this doctrine as through the pursuit of particular legislation, be it their own or that of others.
The key word that frames the entire movement here described is ‘liberty’, the cherished goal that runs through the very DNA of the New Left. However, the liberty of the revolution was not, to phrase it in Blue Labour terms, constructed within relational frameworks drawing upon notions of virtue to define civic and social freedoms, but was instead portrayed as the autonomous individual empowered to freely contract relationships of consensual exchange. Liberty so defined was predicated upon a rejection of the social: the founding principle was that agents should have freedom to enter the social marketplace as autonomous actors, liberated of unwarrantable restraints spread horizontally throughout the community and/or imposed vertically through the levers of the state.
Thus, the organic interweaving of civitas and societas that traditionally constructed the ‘social conscience’ within which the individual operated as one interconnecting link in a living social chain, was gradually decried as imposing upon the individual illegitimate restrictions to the reasonable pursuit of self-interest. Norman Dennis, speaking from within the tradition of English ethical socialism, commented on the similarities between free-market thinking and the post-1960s social and sexual revolution championed primarily by a middle-class intelligentsia. For him, the common feature was the primacy of self-interest over ‘the irrational restrictions of socially inculcated ‘conscience’ and rules of conduct regarded as being absolutely binding regardless of the wishes or welfare of the particular individual’.
In other words, potentially restrictive claims of family, custom, community or tradition were out, and the pursuit of self-interest was in. In this sense, the social revolutionaries really were constitutionally anti-social, the ASBO generation of their time. They elevated ‘I’ over ‘us’, promoted the pursuit of individual goals over claims of communal interest, and used the reasoning they would later claim to eschew in order to achieve it. Laissez-faire liberalism was embraced in the personal sphere even whilst denounced, for a time at least, in the economic. Or, put more glibly, what the New Left claimed to reject in the boardroom they demanded in the bedroom.
The problem was, as Phillip Blond has argued, this deified not choice but rather the act of choosing, such that the left’s accounts of autonomy no longer consisted in a particular vision of the good life, based upon distinctions between good and bad choices, but instead on an illusory ‘neutrality’ that offered only the guarantee of the freedom to choose. The refusal to distinguish between successful and unsuccessful attempts at the art of living well left politicians using libertarian means to pursue libertine ends, such that fashionable political mantras focussed exclusively on the noble ideal of giving people more power, without ever indulging discussion on what people ought properly to do with it. The role of the state was not to cajole citizens into making the kind of life choices that the chief custodians of relational politics, tradition and community, had long decreed were best for both individual and society, but rather to remove potential impediments to self-fulfilment and secure the capacity of the individual to act as an autonomous agent within the social marketplace. Here, then, the source of disdain against those heresies to the progressive creed, social and moral conservatism, that articulated fixed ideas on behavioural standards in satisfaction of the obligations one owes principally toward not oneself, but others.
As such, the advance of the New Left established the near wholesale acceptance within the Labour Party, and more recently within the Tory Party too, of the language and logic of absolutised individual sovereignty: the belief that society, custom, convention, ritual, duty, responsibility, taboo and tradition held no legitimate transcending claim over individual action – that these were arbitrary, unreasonable and illegitimate, remnants of a romanticism that the new rationalism does not permit. Individuals were competitors in the social markets, and so long as interactions were conducted upon lines of mutual consent then good government consisted in guaranteeing the freedom necessary for that exchange.
Whilst this constituted a departure from certain classical liberal thinkers, who upheld the importance of social restraints even if they could not adequately explain why, the triumph of coldly contractual accounts of the social revealed the Rousseauian ancestry from which it derived, such that the idea that commitments should pertain beyond the collapse of mutual consent was anathema. Liberal economic dogma was producing an army of free-marketeers on the political right who maintained that two independent agents should be allowed to enter freely into contracts of exchange without external interference; preceding it was an army of free-marketeers on the left using much the same arguments to break open the social markets.
Accordingly, the left became stultified by an attempt at neutrality that neutered its ability to articulate the moral instincts of the many, choosing instead to level down all life choices as equally valid and tarring those who challenged such accounts of freedom as moralistic, judgmental or prejudiced. In so doing, the left ceased to communicate what its tradition instinctively knew: that true and authentic freedom comes not through liberation of choice, but through the act of choosing wisely.
Statism and Welfare
The lurch toward statism that had become a hallmark of post-war left-wing politics provided the intellectual infrastructure for a re-envisioning of a state that could police and underwrite these new accounts of freedom. For liberty to flourish the state had to remain neutral toward the conduct of those residing within it. It could dispense justice where contracts were unjustly breached, but the manner in which they were drawn, the manner in which they ended, and the manner in which they affected third parties and society as a whole remained outside the purview of the state. Yet it also needed vigorous protection and a legislative commitment to mitigate the fallout from such self-centred accounts of freedom. This put the state in direct competition with that supportive web of relationships that traditionally regulated individual behaviour as well as helped absorb fallout when required. In providing an alternative to these networks, in rendering associative, reciprocal, mutualistic society no longer at the core of individual progress and preservation, the state had begun to monopolise the space where society used to be. The result was corrosive to any sort of relational politics; a system with a focus on outcomes, as Ruth Porter explains, ‘removes any connection between action and consequence. In doing so, it destroys the very reflex which encourages moral action. By consequence, this breeds a sense of entitlement. This undermines social bonds both in families and also communities more broadly.’
Thus welfare became the vehicle that reflected and advanced the newly reconfigured social arena: if a key Blue Labour principle is ‘no responsibility without power’, then this comes a rejection of the statist liberalism that had guaranteed power and eschewed responsibility. The theoretical universalisms which informed accounts of individual freedom thus nudged welfare provision toward assessment of need, freed of important contextual detail. The inherent relativism in the ‘freedom’ of the New Left produced a morally-neutral welfare system offering assistance regardless of personal behaviour. On such terms the state alleviated only material deprivation, a morally-neutral scale that did not impinge upon the free agency of the individual. The result was a system that increasingly bore the cost of family breakdown rather than challenging it. Mitigation soon resembled facilitation.
Welfare, then, corroded those behavioural norms and expectations that historically constituted the social conscience. Welfare was rendered a ‘right’ distinct from any authentic notion of reciprocity, precisely because the commonly held moral framework within which reciprocity might have held meaning was denied by the relativism inherent to the system. As such, welfare became disconnected from the lived realities of its recipients, no longer reflecting situated concepts of fairness or justice. Detached, distant, bureaucratic, unreflective of the moral framework within which most people still operated, at times even agitating against it: little wonder that public faith in the system corroded. Old networks underpinning community and place, family and friendships, had fallen prey to the flourishing doctrine of social isolationism among our newly nihilistic elites. Putting right this wrong, through the resurrection of a reciprocal, contributory approach toward welfare, has become a touchstone issue for Blue Labour, an instinct that has received broad support across the political spectrum.
The cumulative effect of these changes was a challenge to the primacy of the family as the fundamental social (and socialising) institution, the unit that had proved the most effective safety net and ladder for the most vulnerable. In making neediness the criterion for state help, so neediness itself was incentivised, implicitly encouraging the abandonment of those relational bonds that could now actually render one less eligible for state assistance. The state had, in effect, bypassed lateral relations and set up a panopticonic relationship between the individual agent and the central authority – what John Milbank has termed the ‘simple space’. The condition-free support of the state provided an easy alternative that undermined family authority and its capacity to influence behaviour. Obligations proper to kith and kin, and the power of kith and kin to insist on them, had been negated in the name of freedom.
Individual Choice and the Market
Far from being an unforeseen consequence, such a development was the logical outcome of the marketization of personal and social relationships, since if the state was obliged to preserve freedom of contract then it also had to accept the freedom of individuals to break contract. In the family realm, this meant two individuals could legitimately separate simply because they no longer wished to be together, regardless of third party commitments. Obligations beyond the pursuit of individual happiness, such as the presence of children in the family home, no longer had the moral gravity to trump the pursuit of self- interest of those adults that had entered into the original agreement. Divorce law began to reflect this change. Research bodies and charitable organisations, pockets full with government funding, celebrated new diverse family forms that began to take shape and disparaged the notion that the old model was best. The state funded more and more schemes to advise, support and help pay for divorce and separation, through legal aid, whilst remaining strictly indifferent to whether divorce or separation was the desirable outcome. The idea that policy might be developed to actively build resilience and stability within the family, as recently outlined recently by Jon Cruddas, was largely anathema. Yet again, mitigation began to look like facilitation.
The extended family unit, appealed to as the saving grace by those seeking to stress the outmoded character of the nuclear model around which extended ties spread, became harder to establish since the strong and closely-knit extended family grew around the stability of the founding unit, that being the mutual creation shared by mother and father of the child. The blood and guts realities of such freedoms, the significant statistical deterioration of potential life outcomes for children growing up in such circumstances, or the significant increase in the likelihood of child abuse in non-traditional family structures, was brushed aside through a mixture of what Norman Dennis has neatly referred to as Social Micawberism and the habit of treating genuinely heartbreaking exceptions to the rules as the normative policy by which to proceed.
Just as the pursuit of self-interest lay at the heart of this new philosophy, so it was no surprise that its adherents were unable to confront the consequences of the abandonment of relational accounts of the individual. Intellectually tidy accounts of freedom formulated by a class of upwardly mobile and privileged theorists displaced genuinely social accounts of how concepts such as freedom are actually lived out in the complex and messy world of relationships, with heretics denounced as prejudiced throwbacks to an uncivilised age. Yet, as Tristram Hunt noted when writing of the metropolitan left’s hostility to marriage, opposition to sexism meant ‘many on the metropolitan left embraced a Marxist hostility to marriage and the family as a political end in itself. As it did so, it aligned itself with an ethos of social hedonism with profoundly unprogressive consequences for the offspring of generations of unstable households.’
Swathes of evidence mapping the significant statistical deterioration of life chances for those experiencing family breakdown, data illustrating the disastrous effects on the poorest communities, even the impassioned testimonies of those living on the sharp edge of such realities, was routinely rebuffed with manufactured ambiguities and smear: this was really just a right-wing attack on single-mothers, or the outrageous imposition of the right-wing bigotry of a previous age, or the chauvinistic right-wing assumption that women need men in child-rearing. That the consequences most acutely affected the poorest allowed the professional left to convince themselves, in a neat non-sequitur, that the sole enemy was poverty, even whilst its own tradition held that impoverishment could be caused by and expressed through more than just the material.
At root, this was a clash of interests, in which the central dogma had to be protected because the relatively empowered New Left set that had dominated the landscape for so long were the very people who benefitted most from the tilting of the social markets: as with economic free-marketeers, cries of ‘freedom’ rang most loudly from that already empowered bloc that had the most to gain from it. The poorest, increasingly without the networks that once sustained and propelled them, living the consequences of this new ‘freedom’, were simply less competitive in the markets. The words of Chesterton took on a prophetic air; ‘Modern broad-mindedness benefits the rich; and benefits nobody else. It was meant to benefit the rich; and meant to benefit nobody else.‘
As such, the wider cultural erosion of the family hastened the triumph of the free marketeers, who asserted the natural right to independent action, an account of liberty more structured toward removing restraints on the powerful than enhancing the life chances of the vulnerable. The result, more often than not, was the same: the poorest, without the resources to absorb the consequences of this latest revolution, more reliant than their empowered comrades on those institutions and safety nets that the new philosophy corroded, became most entrapped by the pernicious consequences of it. The most vulnerable became more enchained by circumstance, all in the name of making them free.
Indeed, so complete was the triumph that Labour even pursued the dissolution of those charitable institutions that maintained the primacy of the traditional family unit as the framework within which to provide loving and stable family homes for vulnerable children. The traditional family unit was no longer a protected model, and had to be opened up to free-market competition. Any political move to suggest otherwise was fiercely rejected. Those who refused the move, who elevated one model over another, who practiced market protectionism, soon found themselves on the wrong side of the law. Not because of any sense that harm might come to children helped by such agencies, but rather because the refusal to embrace neutralism collided with the dogmas of the new open-market morality. The language within which such action proceeded perhaps provides the best view of the phenomenon I am attempting to describe; Catholic adoption agencies were closed down, even whilst the pool of adoptive parents was (and has continued) in an alarming downward spiral, since it was deemed they contravened equality laws constructed to prevent discrimination in the provision of ‘goods and services.’ Whilst Catholic adoption agencies spoke of vulnerable orphans needing the love of mothers and fathers, Labour was theorising equality through access to markets, to ‘goods and services’.
Freedom, Fragmentation, Fatherhood
Whilst the social revolution of the 1960s can be linked to the economic revolution of the 1980s in many ways, one key theme around which both came to coalesce was the notion that financial independence, viewed in isolationist terms, was the guarantor of individual sovereignty. Not genuine independence, with individuals owning the means or fruits of their production, but relational independence, visualised as freedom from monetary reliance upon others within the immediate circle of relationships. To be free, the individual had to be able to be alone.
And this directly influenced welfare policy. Mothers were offered such freedom as financial independence from the father of their child, the state assuming the role of surrogate parent in the provision of resources, an incentive all the more potent the further one descended down the economic scale and the potential financial contribution of the father decreased. This constituted the rejection of interdependence in the family home and parenting, a corrosion of the dignity of fatherhood all the more powerful in the most vulnerable communities. Put simply, fathers were deemed less than necessary, both financially and developmentally. In the words of Frank Field, responding to the testimony of a young father detailing from personal experience what the Centre for Social Justice have termed ‘the couples’ penalty’, ‘if you were devising a crazy system in which to mess up kids, you’d come up with the system we’ve got now, wouldn’t you?’
As such, fathers were increasingly redundant. Young men were made the beneficiaries of a philosophy that claimed to liberate females, dissolving as it did traditional accounts of obligation and duty, eradicating those civilising and socialising responsibilities traditionally bestowed by social rites of passage, chief among them being fatherhood. Whilst the financial implications of fatherhood could be met by the state, the idea gained momentum that children suffered no developmental or emotional impairment from the lack of a father-figure within the family home. Thus mothers were convinced they need not rely upon men, whereupon more and more young males became the kind of men that women really could not rely upon.
Whilst the state could offer autonomy through welfare provision, for most financial sovereignty came through labouring for a wage. Or, put another way, by the new rules of the game people were most free when they worked, which for the vast majority meant when they worked for someone else. Such logic was untouched by older insights on the spiritual value of work, insights that informed a once widespread critique of capitalism, but focused instead on the capacity to labour for a wage in order to prevent dependence on others. Thus, in a neat irony, subjugation to capitalist interest was all of a sudden a legitimate means of securing autonomy, rather than the chief impediment against it. This distinctly anti-social autonomy was still, for the majority, framed in terms of reliance, only now reliance was spread outside of the immediate relationship circle and toward distant agencies, thus freeing the individual from dependence upon those within their vicinity.
This narrative proved most radical for women, traditionally financially dependent on their spouse, and was instructive of the creeds of a particular, privileged middle-class movement trading on the theories of a nineteenth-century factory owner that the domestic was the most intimate site of the exploitative capitalistic economy. All of a sudden, relying on the income of a spouse was an affront to authentic autonomy rather than a possible, if not only, enabler of it. Thus the progressive march set about removing all obstacles to entry into the workplace: the irony did not register that in so single-minded a pursuit one saw eliminated all those competing loyalties and commitments that might traditionally have preserved the freedom of women not to be co-opted into a lifetime on the factory floor.
With competing ties dissolved, accordingly the left began to treat mothers as absentees from the marketplace, a truancy that dovetailed with a coldly bureaucratic vision of mothers as independent economic units, not yet fulfilling their potential, to be re-entered into the markets as soon as the opportunity presented itself. Here, the value and importance of domestic work was downplayed, precisely because it did not conform to either market liberalism and GDP generation, or a new and highly particular form of feminism unwilling to value the significance of work done in the home. The positive freedom to choose stay-at-home parenting received limited support, an unproductive lifestyle choice, less desirable than re-entry into the GDP generating workplace. Government assistance here also combined with market forces to exert pressure on women to become GDP generators once more, abrogating to the state responsibilities once undertaken within the family home, intertwining nudge welfare designed to bring new mothers back into the workplace.
The outcome was a left-wing politics that thought it best represented mothers by removing all obstacles, biological and familial, to their re-entry into the workplace. In reality, an already empowered group were raising to the status of universal progress that which best coalesced around their own interests, desires and priorities. The equality narrative took on a distinctly middle-class air, such that progress focussed on the relative lack of females in the boardrooms of top companies and corporations and rarely addressed the changing economic landscape that, over the decades, had made stay-at-home motherhood, or indeed fatherhood, a privilege exclusive to the wealthy classes. Clearly discernible was the latent prejudice which deemed domesticity unable to secure either empowerment or autonomy, so that those seeking independence must either forsake one or juggle both. The instinct stemmed from the liberal re-envisioning of relationships: ‘family is often, after all, an impediment to freedom and autonomy, a constraining realm of obligation and duty.’ In the guise of freedom to work, Labour increasingly demanded that all did so: they fought the good fight for parents to have freedom from the family, but expended far less effort in guaranteeing the freedom to stay with the family. And rarely did the welfare claims of children feature in this negotiation of individual freedoms.
This same restraint toward the associative ties of the family was also evident in education policy. After all, if parents were to be coaxed back to work, then schools needed to pick up the slack. Schools thus took on more and more responsibility for child welfare, and on much broader criteria than the traditional responsibility for development of the intellect. Once deemed to exist in order to assist parents in the education of their children, for our political classes schools took on the role of parenting our children, too. Policy had long marched toward wrap-around child care, which both underpinned the freedom of parents to work whilst keeping the markets serviced with reliable labour. This reached a peak under Michael Gove, whose inability to draw the line between family and state became a defining characteristic of his liberal interventionism, speaking regularly of a vision in which schools were childcare units, complete with longer days, shorter holidays, summer camps and sleepovers. Such a blurring of the lines were advanced amidst pious cries of ensuring children ‘get a good start,’ or for helping families ‘juggle family life and work commitments’. In the clash between the market, the family and individual empowerment, our political classes decided we best help the family by paying for parents to spend less time with it.
This presumption of fracture is clearly visible in what has become the cause celebré of education reformers: social mobility. Whilst academic attainment is almost universally desired by parents, the cold utilitarianism that has long underpinned the reformers’ approach betrays an implicit distaste – educational achievement for the poorest is too often about ensuring poorer children are different from their parents. With the absence of any account of the value of rootedness and place, social mobility became little more than the ability to move away from those we know and love, a phenomenon that affected the regions more acutely since moving away was often the non-negotiable price for pursuing such accounts of success. Thus, family and background was a potential drag, something to be left behind or at the very least overcome, Billy Elliot-like, rather than the very foundations of future achievement and flourishing. We may now be beginning to scratch our heads and wonder at isolation and social atomism, yet we must consider the impact of having spent a generation and more telling young people that the reason we educate ourselves is to be able to walk away from who we are, or at the very least who we are from.
The net result of all of the above was the emergence of a left-wing politics incapable of speaking in the language of the family. Consideration of child welfare was rarely broached: the new morality was about the liberty of consenting adults. The embrace and pursuit of the free-market social sphere dissolved historic obligations to protect the family over and above alternative models, and indeed impressed upon the revolutionaries every reason not to do so. The family, long buffeted by the economic markets, now also buffeted by the social markets, began to dissolve. And its dissolution has destabilised more than anyone else that very constituency that Labour historically fought the hardest to protect.
The Contemporary Context and the Challenge of Blue Labour
Looking round, it would seem the landscape is changing. The very emergence of Blue Labour testifies to that. Emboldened by opportunities presented by the political dislocation of recent years, more and more dare question the zeitgeist. Following decades of socio-economic flux, there has emerged, in Jonathan Rutherford’s words, ‘an appetite in the country to conserve, safeguard, protect, defend and improve the fundamental elements of social life which are relationships, a sense of belonging, the familiarity of place, social security, the valuing of tradition, history, the past which is the basis of contemporary culture and social meaningfulness.’ The revivification of mutualism and reciprocity in the Labour conversation has meant revolutionary orthodoxies are beginning to creak. People look at the society they have delivered and sense something is wrong. And the questions are fundamental: what has the breakdown of the family achieved? How has it happened? Who has it really set free? How do we make things better? As Andrea Westall has suggested, the implicit neoliberalism of the New Labour years had a tendency to use the language and logic of the markets, even in those places where the market did not belong. A Labour tradition capable of permitting the new conversation, let alone pursuing it, will find itself connecting with the innermost anxieties and concerns of those it wishes to represent. It will ditch its off-the-peg nihilism and once again find fluency in the language of life, of love, of liberty.
The left has within its tradition the tools to critique the external pressures placed on the family and the wider community by the advances of global capital systems. With this it offers something unique to the political milieu, allowing it to talk with clarity and wisdom on the pernicious outcomes delivered by the uncritical embrace of globalisation and economic liberalism, most explicit during Thatcher’s reign though embraced further by the New Labour project. Labour also has within its tradition the tools to critique the pressures placed on family and community by the drastic draining of social capital from our communities. This also offers something unique to the political milieu, something genuinely ordered toward the protection of the most vulnerable. Each of these analyses need each other if they are to be truly holistic, truly penetrative in insight. The left seeks to offer the former, but fails in its articulation of the latter, unable to speak the gritty language of lived relationships, incapable of verbalising what most instinctively feel, of taking its insights on vertical systems and institutions and spreading them horizontally through communities and individuals.
But it really should. With a renewed critique of liberalism, the left will rediscover the tools with which to fight the unjust pressure being exerted upon those most susceptible to social and economic libertarianism. If, on the contrary, Labour remains speechless on the good, the virtuous, even (dare one say it) the moral, then lost is a narrative lens through which to articulate and determine such fuzzy concepts as ‘social justice’. After all, if one eschews talk of moral and virtuous action, then one can no more deride the selfish pursuit of self-interest that breaks up economies any more than one can deride the selfish pursuit of self-interest that breaks up families – they share the same moral roots. In which case what frameworks, other than mere subjectivistic outrage, does the morally-neutral left have available to call out such conduct? By critiquing liberalism, Labour will rediscover its voice, and rediscover its radicalism. Blue Labour can help our proud tradition re-articulate one of its most important insights: disempowerment comes through fractured of relationships; we are weaker when we cease to live and stand together.
 John Milbank, ‘Three Questions on Modern Atheism: an interview by Ben Suriano’, The Other Journal, 4th June 2008.
 Maurice Glasman, Jonathan Rutherford, Marc Stears and Stuart White (eds.), The Labour Tradition and the Politics of Paradox. The Oxford London Seminars 2010-11, available online: http://www.lwbooks.co.uk/journals/soundings/Labour_tradition_and_the_politics_of_paradox.pdf
 Norman Dennis, Families Without Fatherhood (London: IEA, 1992).
 Phillip Blond, Red Tory: How Left and Right Have Broken Britain and How We Can Fix It (London: Faber and Faber, 2010).
 This fracture is increasingly visible not between political parties, but within them, seen in the increasing friction on both sides between ‘small c’ conservatives and cosmopolitan liberalism. This sense of dislocation and conflict perhaps explains the interest generated by Jonathan Haidt in his book The Righteous Mind (London: Allen Lane, 2012) in trying to articulate the fundamental sociological and perhaps anthropological aspects of this fracture.
 Ruth Porter, ‘The Case for Connection’, Nick Spencer (ed.), The Future of Welfare. (London: Theos, 2014)
 From Maurice Glasman’s speech at the Tackling Poverty Conference 2013. Available online at: http://cuf.org.uk/blog/text-maurice-glasmans-speech-tackling-poverty-conference-2013
 An issue explored by Geoff Dench, Kate Gavron and Michael Young, The New East End: Kinship, Race and Conflict (London: Profile Books, 2006).
 See the influential report Breakthrough Britain: Dynamic Benefits (London: Centre for Social Justice, 2009).
 In addition, the RSA paper ‘What do people want, need and expect from public services’ (March, 2010) usefully explores the concept of fairness in public service benefits, with popular notions of legitimate need being determined by both circumstance and, importantly, life choices. Similar considerations, and suggestions for reform, can be found throughout the collection of essays gathered together in Nick Spencer (ed.), The Future of Welfare. (London: Theos, 2014)
 Dr Katharine Rake caused controversy when, as the newly installed head of the Labour established Family and Parenting Institute, she used her opening address to talk of the decline of the nuclear family and discouraged use of government to support a now outmoded ‘traditional’ family model.
 Jon Cruddas, ‘How Labour will strengthen family life and relationships,’ The New Statesman, March 2014.
 For example, the responses of senior Labour figures to the proposed Marriage Tax Allowance, criticised for being ‘expensive’ and guilty of ‘social engineering’. That the status-quo was both expensive and served to socially engineer was an irony left largely unattended in Labour circles.
 Tristram Hunt, ‘Divorced from reality’, The Guardian, 9th January 2010.
 Reactions to the London riots were intriguing in this regard, since they demonstrated a tendency to explain the rioting by appeal to issues of poverty and/or the withdrawal of services and benefit entitlements. Wider concerns regarding family breakdown, loss of parental authority and fatherlessness received far less attention on the political left, though some did choose to assess the importance of these factors, such as David Lammy MP in his book Out of the Ashes: Britain after the riots (London: Guardian Books, 2011).
 The vote against a clause in the Human Fertilisation and Embryology Bill requiring those undergoing fertility treatment to take into account the need for a father-figure when considering the future welfare of their child is a good example of how fathers had become an optional extra, a motion which attracted the votes of even those politicians who have since rediscovered the importance of fatherhood.
 Panorama: Britain’s Missing Dads. BBC One, 17 January 2011.
 Pamphlets such as The Family Way, co-authored by Harriet Harman, Patricia Hewitt and Anna Coote, were full of such prejudices, such that Erin Pizzey, founder of the first battered wives’ refuge in 1971, could criticise the aforementioned as being part of an anti-male and anti-family politico-cultural agenda.
 The Centre for Policy Studies published a booklet entitled What Women Want (2009) which would suggest the New Left narrative account of liberty does not align with the interests of a majority of women; its account of liberty is too narrow, often restricted to the freedom to go beyond the domestic, yet leaving untouched the freedom to choose the domestic and reject, even for a limited time, the workplace. This option is now available almost exclusively to the wealthy.
 David Goodhart, ‘A Postliberal Future?’ Demos Quarterly, Issue 1, January 2014.
 Department for Education, ‘More Affordable Childcare’, July 2013. Available online: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/212671/More_Affordable_Childcare.pdf
 Stephen Twigg, former shadow Secretary of State for Education, articulated this view in his speech at the 2013 Labour Party conference: ‘This [the Primary Childcare Guarantee] will give all parents of primary school children the certainty that they can access childcare from 8am-6pm through their school… A clear message to hard working parents: Labour is on your side.’ Unless, of course, those hardworking parents happen to wish they didn’t have to work so long and so hard and miss their children growing up as a consequence, and who with this have even less of a case to make to an employer seeking extended hours and commitment.
 For example, the child from Wembley seeking to pursue a career in the professions can conceivably do so whilst remaining geographically close to her family and social surroundings, limiting familial and social dislocation. This is quite often simply not the case in many parts of the country, without the same opportunities, institutions, networks and cultural infrastructure to allow such an option.
 Jonathan Rutherford, ‘Should the Left Go Blue?’, an interview with Alan Finlayson, available online at: https://www.opendemocracy.net/ourkingdom/alan-finlayson-john-rutherford/what-is-blue-labour-interview-with-jonathan-rutherford
 Andrea Westall, ‘Transforming Common Sense’, in Maurice Glasman, Jonathan Rutherford, Marc Stears and Stuart White (eds). The Labour Tradition and the Politics of Paradox (London: Oxford London Seminars, 2011)
‘Traditionalism’, so far as that label catches anything, has had something of a fraught time of late. It has been put to all manner of uses, positive and negative, from those who seek to attach legacy and prestige to their latest innovation, to those who wish to dismiss a proposition by rendering it already unworthy of consideration. Still, if words mean things, then we might as well try and find agreement on what they mean, lest we simply talk past each other even whilst claiming to debate.
To my mind, traditionalism is a positive moral vision more than a pedagogical claim (I don’t like the term, but that’s for another blogpost). Of course the latter can and often does flow from the former, but ultimately it is a code which allows more pedagogical freedom than it does ethical. Or put another way, virtue-signalling about VAK need not make one a traditionalist, but maintaining the teacher/taught relationship is rightly shaped by particular accounts of authority and obedience probably does. Thus the split, between those who might claim to be traditionalist because their pedagogical preferences neatly align with what has been labelled as such, even whilst dissenting from the ethical and moral underpinnings of traditionalism itself.
Of course, not everybody agrees with the detail of that moral vision, and the features of its claims are more often implied than explicitly stated. Partly this is because one risks an unsympathetic and indeed hostile reception in declaring oneself an advocate (‘shy traddies’ are a thing too, mostly confined to DMs); partly because of this tendency to force the discussion into tick-list claims about classroom practice. Further, there is space for competing, if broadly united, accounts – no catechetical formula exists to which one can simply subscribe.
Still, that there exists something approaching coherence, and that this is identifiable across particular interpretations, casts its shadow and demands opponents take account. And ultimately it must provoke a reaction – sometimes rational, sometimes emotional – from those who recognise that the challenge it offers is not a debate about process, but a positive claim about reality. And not an inconsequential claim, but one that strikes at the very heart of the presumptions and beliefs of many an educationalist.
Of what does it consist? As tricky as this is, common themes present themselves, and we can identify just a few here. Particular accounts of hierarchy – of knowledge, especially, but also relationships and status – can certainly be found, whilst the virtues of authority and discipline are recognised and build upon the frameworks put in place by those hierarchies (some insist there is a straw man here, and maintain they too favour authority and discipline, though in a manner so fundamentally unlike as to make the suggestion appear more rhetorical convenience than serious claim).
The capacity to legitimately judge between competing truths, and indeed the moral duty to do so, is also affirmed – not only in the realm of fact, but also judgment; that the correct and the incorrect, the right and the wrong, actually exists, and are not all simple expressions of individual preference or habit, and that we should seek one over the other. Similarly, the belief that a canon should exist, and is constructive of who we are, and should be passed down to the next generation for nourishment, and that there is virtue in both the bequeathing and the inheritance. And of course, the long view – that education should stand aloof from the transience of the now, or the demands of the market, or the convenience of the employer, and instead cherish the gifts of our forebears as of inherent worth – artistic, aesthetic, moral – with value to our ongoing and changing conversation about who we are and what we believe.
Which brings us, almost inexorably, to Michaela School, as so many current education debates tend to do. Whilst I would not wish to put words into the mouth of Michaela School, or make claims about it that are misjudged or inaccurate, it is from here that I believe the Michaela project, or more precisely what it embodies, has such value, and the reason why it draws such stark reactions. In short, Michaela has not billed itself simply as creators and exporters of a particularly efficient model of practice, though it might also wish to claim that; it has instead openly advocated a moral vision, not only of learning, but of society itself, and the relationships that reside there.
And it jars. Badly. Comparisons that have been made, whether later defended as being in jest or not – with Nazism, with fascism – are the protests of a group who instinctively recognise the fundamental moral challenge Michaela has set, but who lack the ethical and even linguistic categories to meet that challenge. This traditionalism, banished from normative discourse within the education sector and university departments for so long, presents itself as simply alien: when faced with something that defies normative categorisation, the imprecise and the hyperbolic is simply what comes most easily to hand. There is no abiding guilt in this, and perhaps even reason to celebrate – it at least shows the magnitude of what is at stake truth has been grasped, even if instinctively.
To my mind, Michaela are doing what a traditionalist education must do if it is to stand in a system so generally ill-disposed toward it – it draws a line in the sand and invites its interlocutors to make their choice. In this sense, Michaela embodies a very real culture war in education, even it is not the one that dominates our largely technocratic discussions, debating the efficiency of group work or the effectiveness of drill – it is about the fundamentals: who are we? how should we live? how do we know?
I should add at this point that, whilst I have sympathy for the Michaela project, I cannot say I agree with all of its offer, so far as I understand/know what that is, though without having visited I could not claim to base my view on anything more substantial than what I have read to date. For example, as much as I commend Michaela’s recovery of the inherent value of knowing, and the worth of our literary and artistic inheritance, and the absolute ethical claim that all citizens (regardless of wealth or background) have on that shared inheritance, I do nonetheless wonder if it can be prone to the educational kitsch, rooting itself in the superficialities of broad knowledge as a safer bet against the controversies of deeper wisdom. But then, I’m a Catholic, who defends and advocates the unique gifts of Catholic education – I would say that.
Nonetheless, so far as traditionalism offers a competing vision of society and those who comprise it, a vision largely redundant in the state sector, then Michaela’s foray is to be welcomed. The impacts of traditionalist dormancy have been keenly felt, especially in those layers of society for whom such an absence can be all the more life-constricting. If Chesterton, Burke, and even Tacitus were all right that moral laxity is always to the benefit of the already powerful, and if traditionalism is indeed a moral account that counsels against such (educational) laxity, then one might tease out an explanation of why that might be the case. In education, as in society, demands to cast aside strictures ring loudest from the mouths of those best sheltered from its social consequences – what some use as ladders, others declare to be chains. And the poorest really have lost out here; Gove’s liberal authoritarianism at least recognised this, even if his cure was to cast aside as irrelevant those contextual features that were actually fundamental to the insight.
So far as traditionalism in education means anything, then, I hope the debate can coalesce around these moral claims, since focusing on the pedagogical is ultimately a hostage to fortune that elevates an inexact science into certitude and leaves us prone to the fashions of research and the politics that reside therein. We should know why we do what we do, before constructing the system to deliver it, informed by research but not captured by it – without that, teaching is just task design, and we, the teachers, become marginal players in a drama that is not ours.