{"id":492,"date":"2014-07-20T22:45:23","date_gmt":"2014-07-20T21:45:23","guid":{"rendered":"http:\/\/21stcenturylearners.org.uk\/?p=492"},"modified":"2014-07-22T10:02:08","modified_gmt":"2014-07-22T09:02:08","slug":"biesta-the-trivium-and-unavoidable-responsibility","status":"publish","type":"post","link":"https:\/\/21stcenturylearners.org.uk\/?p=492","title":{"rendered":"Biesta, the Trivium and the unavoidable responsibility of teaching"},"content":{"rendered":"

In a postmodern view, ‘truth<\/strong>‘ can be thought of as an event that disrupts our thinking; if we are open to it it can lead us into a better future (Caputo, 2013). \u00a0Such events are happening all the time in the world of education; the challenge is to remain open to them, to avoid identifying too strongly with one paradigm – not to become a card-carrying ‘traditionalist’ or ‘progressive’, for example.<\/p>\n

The work of Gert Biesta<\/strong> can support this ‘openness’. \u00a0Biesta helps us to a wider view of education by focusing on the question of purpose<\/strong> – putting the ‘why’ of education before the ‘how’. \u00a0He suggests three broad domains of educational purpose which are represented in the Venn Diagram below:<\/p>\n

\u00a0\"Domains<\/a>
\n<\/a>
\n<\/a><\/p>\n

It is best to leave it to Biesta to explain the philosophical underpinnings of these domains (Biesta, 2010). \u00a0There is a simple truth here, however: education has multiple purposes<\/strong>. \u00a0Sometimes these purposes are in harmony, at other times they are in tension. \u00a0This framework can be a powerful one for exploring and then articulating your own vision of a ‘good education’. \u00a0But take care – this is a dangerous road. \u00a0Once you start along it you must abandon the possibility of deferring to others on decisions about teaching and learning. \u00a0No longer can you rely on an interpretation of what Ofsted might regard as ‘outstanding’, or allow the National Curriculum to entirely determine the subject matter that your children engage with. \u00a0You can’t even entirely depend on evidence of ‘effective practice’. \u00a0This is because you must accept the responsibility of asking (and answering) the question ‘Effective for what purpose, and for whose needs?<\/strong>‘ \u00a0An effective curriculum for qualification may not give children the cultural capital you think they are owed. \u00a0Effective pedagogy for helping children to find their own voice and allowing them to make their own ‘unique’ contribution (which you might believe to be important) may not be an effective way of gaining and retaining information. \u00a0You have to embrace these tensions, and make judgments<\/strong> about what is right for your children, even if that risks missing a few data-driven targets.<\/p>\n

Another educational thinker who embraces plurality in educational aims is Martin Robinson<\/strong>. \u00a0In his book ‘Trivium 21c<\/strong>‘ (Robinson, 2013) (a work that sets out a vision for a liberal-arts based education) he draws our attention to a classical educational mantra which is represented in the diagram below:<\/p>\n

\"Robinson's<\/a><\/p>\n

Robinson’s book provides a rich discussion of these ideas, but in in simple terms grammar<\/strong> might be thought of as foundational subject knowledge; a common currency that must be gained before engaging in critical analysis. \u00a0However, this grammar can be taught in a way that keeps it open to the possibility of challenge (the event) in the dialectical<\/strong> phase. \u00a0Once dissected, our learning can be re-assembled in a form suitable for application to the future and this new understanding can be celebrated and communicated in a variety of media through the art of rhetoric<\/strong>.<\/p>\n

I find the work of Biesta and Robinson to be complementary. \u00a0When trying to decide on a rich ‘grammar’ for our children, a focus on both ‘qualification’ and ‘socialisation’ is useful. \u00a0In challenging, analysing, remaking and communicating our learning we can not only deepen conceptual understanding, but also keep open the possibility of children making their beginnings for others to take up – of \u00a0joining the ‘conversation of mankind<\/strong>‘.<\/p>\n

And perhaps all of this opens up a route to the reconciliation of ‘traditional’ (memory, foundational knowledge and understanding) and ‘progressive’ (critical thinking, creativity) paradigms. \u00a0There is a place for fully guided instruction and for open dialogue; a place for spaced learning and for the exploration of life through drama. \u00a0But it is for us to be able to justify<\/strong> our choice of any of these approaches based on our purposes – to tell our story with passion (whilst always remaining open to the possibility that we are wrong).<\/p>\n

For my part, this reading has given me a framework for selecting pedagogical approaches and a language for justifying my choices (even if this means that I don’t always tick the boxes of an ‘outstanding’ lesson). \u00a0And I have become more convinced than ever of the need to look beyond the (very important) purpose of qualification. \u00a0If all we are doing is preparing our children to ‘go on and do something’ – to conform to the existing social paradigm – in a way that fails to reveal to them the richness and complexity of life, that fails to inspire them to question their own purposes, then we are failing them profoundly. \u00a0As someone once said, ‘the unexamined life is not worth living<\/strong>‘ – I think that goes for children and their teachers alike.<\/p>\n

 <\/p>\n

References<\/strong><\/span><\/p>\n

Biesta, J. J. (2010)\u00a0Good Education in an Age of Measurement<\/em>. Boulder: Paradigm.<\/p>\n

Caputo, J. D. (2013) Truth<\/em>. Philosophy in Transit. London: Penguin.<\/p>\n

Robinson, M. (2013) Trivium 21c<\/em>. Carmarthen: Independent Thinking Press.<\/p>\n","protected":false},"excerpt":{"rendered":"

In a postmodern view, ‘truth‘ can be thought of as an event that disrupts our thinking; if we are open to it it can lead us into a better future (Caputo, 2013). \u00a0Such events are happening all the time in the world of education; the challenge is to remain open to them, to avoid identifying […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[12,15,16,13,14],"class_list":["post-492","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-biesta","tag-education","tag-purpose","tag-robinson","tag-trivium"],"yoast_head":"\nBiesta, the Trivium and the unavoidable responsibility of teaching - 21st Century Learners<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/21stcenturylearners.org.uk\/?p=492\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Biesta, the Trivium and the unavoidable responsibility of teaching - 21st Century Learners\" \/>\n<meta property=\"og:description\" content=\"In a postmodern view, ‘truth‘ can be thought of as an event that disrupts our thinking; 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