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> Let's be clear, most jobs don't require "academic excellence" they require abilities pertinent to the job. I agree, perhaps I wasn't clear enough that I fund
by Brakenshire 12y ago
> Let's be clear, most jobs don't require "academic excellence" they require abilities pertinent to the job.
I agree, perhaps I wasn't clear enough that I fundamentally disagree with the system I'm describing. The separation between academic and trade jobs was false even in the 19th century, and it is absurd in the modern economy.
> I don't believe it's that at all. I don't believe that most children have an idea what they will do for work until late in to their adolescence
They pick up implicit ideas from their environment and their parents. It is not as conscious as you are making it out to be.
> IMO those same kids will be more than happy learning to make stuff out of wood, or learning about drawing, or learning to grow plants, or learning to make clothing despite not knowing if those skills will feature in their careers later.
Yes, I agree, but the difference is these things feel more immediate than learning trigonometry, which seems like a very long-term investment which is unlikely to pay off, or literary criticism, which feels like a shibboleth for being able to pass for middle class.
I actually think we need to meld the practical and the academic much more - it's not about allowing the 'non-academic' to learn practical skills which will allow them to scrape through, it's about using design, electronics, programming etc to justify picking up useful academic skills which would otherwise seem remote, and also to teach practical skills and practical problem solving to students who would otherwise disappear off into the realms of the ivory tower.
- pbhjpbhj 12y agoI guess I find it hard because I liked learning trig, still enjoy maths and don't use any in my job. I never wanted to do any subjects at school because I thought they'd help my career - indeed I still don't know what I want to do when I grow up and I'm middle-aged [that is a problem mind you] - but rather because I enjoyed it. Same with cooking, I enjoy it. History and any subject requiring memorisation was always a turn off because I have a poor memory - maths/physics works because I can derive stuff I can't remember [or I could back then]. Re your final paragraph - I support that idea though I'm not entirely sure it will be effective. Yes, for some they'll see - "right, if I learn about fluid flows I can move from domestic plumbing [say] to designing optimised mains water fixtures" or "if I learn biology I can help ensure water resources don't negatively impact river ecosystems", but most won't be that inspired, just as most couldn't care less to learn about who signed the Magna Carta just because you told them it influenced the entire legal system from then on. I'm all for child-led learning and have done some flexi-schooling with my eldest child to that end. That said it seems a better basis to move forward on then the current pedagogy - notify parliament and let's make it happen!!
- Brakenshire 12y ago> "right, if I learn about fluid flows I can move from domestic plumbing [say] to designing optimised mains water fixtures" or "if I learn biology I can help ensure water resources don't negatively impact river ecosystems", Hah, I was thinking a bit more 'I have ordered a 5x10x7cm electric motor for my model car project, the materials are 2cm wide, so what dimensions do I need to make the casing so that everything will fit'. Or, 'I want to make this computer animation bounce, how do I use maths to tell the computer what I want'. > notify parliament and let's make it happen!! We shall inform our MPs, and anticipate legislation being brought forward in the Spring.
- pbhjpbhj 12y agoDrafting legislation is hard, give them until Autumn!