What is the purpose of education?

Hello Bloggers!

It is lovely to return to blogging again, it has been a while. Today’s blog poses the question, what is the purpose of education? Each educational professional will have their own perspective of this and adopt their own pedagogical beliefs however, this blog will focus on not only others beliefs but also my own.

For me, the main purpose of education is to allow children to become the best versions of themselves in the present and future. Chapman (2015) argues that it is assumed that a person’s wellbeing is the result of what they do and that school is a place that prepares students for the future labour markets, however, I disagree with this. Particularly within the early years, it is vital that schools promote and teach about health and wellbeing, in order for pupils to live happy and healthy lives which will one day impact their learning.

The official rationales for formal state education outlines the governments intended purposes of education. Government state that education ‘gives people more and better life and career opportunities’ and also ‘helps to make a therapeutic use of their leisure time’ (Moore, 2002). Therefore, the aim of the government is not to prepare students to pass assessments but to ensure that children within schools have a good quality life both now and in the future.

I believe in primary education specifically in the early years that, before teaching and learning about the world or about cultures, education should teach children about themselves and their own health and wellbeing. It is important to highlight wellbeing within the classroom, as if students are not healthy or happy, no learning can take place. Goswami (2004) provides evidence for this, as it has been identified that when students are anxious or stressed within school it affects part of the brain called the frontal cortex which affects student’s judgements and responses.

Noddings (2003) argues that ‘happiness should be an aim of education and a good education contributes to personal and collective happiness’ which enhances students learning. There is an increasing need for more focus on wellbeing in schools as in today’s society, there is a growing number of children suffering with mental health issues, statistics show that 5% of children from as early as five to sixteen years old have been diagnosed with a mental illness however, a further 70% of children experience issues but have not received appropriate support from an early age (Mental Health Foundation, 2017). Mental health issues will hinder student’s education, as they may become absent from school or become stressed and anxious which affects learning. Therefore, a child’s education is disrupted. The picture below, are the reception students in my placement enjoying their time in physical education, which is allowing them to work together, relax and enjoy their learning. 

In terms of pedagogy, I believe that the teaching of health and wellbeing can be overlooked as, due to the demands of the curriculum and national tests, teachers adopt the pedagogical beliefs that they should only be preparing students to do well in tests. Therefore, teachers are teaching more facts as opposed to allowing students to work together and discuss issues (Moore and Edwards, 2000). In order to create ambitious, capable learners (Donaldson, 2015) students must be engaged and willing to learn, which can only happen if schools are ensuring that learner’s wellbeing is supported.

Wellbeing is at the forefront of the Australian curriculum and their pedagogical beliefs (Hamilton and Redmond, 2010).  The Department for education in Australia (Australian Government 2000-2003) have found that ‘students with higher levels of wellbeing, tend to have better cognitive outcomes’ this affecting academic achievement. In order to ensure the wellbeing of students in schools in Australia, they have created the notion of safe schools, free from harm and risk which teachers work together to promote. Safe school also links to students feeling emotionally safe. Students are reassured that the school can also support their emotional needs. Australia put these services in place as their National Mental Health Reform (Australia Mental Health Plan, 2009) showed that school was an effective place for early intervention, to help students with mental health. A study of Australian schools interviewed teachers about wellbeing and how policy helped to promote wellbeing. An important response from one teacher stated that wellbeing is not something that can be promoted through policy but wellbeing is the connectedness of a school, it is the relationships that a safe school offers students to enable them to listen and confide in the people around them. The study also highlighted Australia’s bullying policy that helps teachers to take steps in order to resolve bullying as soon as possible, but teachers also highlighted the needs for a wellbeing policy that would help them to promote wellbeing in their schools. As Australia look for ways to improve their already beneficial approach to wellbeing, the UK are still behind.

In the UK section ten of the Children’s Act 2004, places schools responsible for working together with local authorities to improve the wellbeing of students within schools. If the UK, were to adopt Australia’s pedagogical approach and hold the same emphasis on wellbeing there could be a decrease in absence due to mental health issues. Providing emotional support within schools may also allow the numbers of children affected by mental health issues to decrease. Finally, promoting health and wellbeing in schools makes for happier and healthier students that will be more engaged in learning.

References

Australian Government Department of Health and Family Services. (2000). A national framework for health promoting schools (2000-2003): National health promoting schools initiative. Retrieved from http://www.chpcp.org/resources/health%20promoting%20schools%20framework.pdf (Accessed: 15.11.17).

Chapman, A. (2015). Wellbeing and schools: Exploring the normative dimensions. In J. McLeod & K. Wright (Eds.), Rethinking youth wellbeing (pp. 143–160). Singapore: Springer.

Donaldson, G. (2015). Successful Futures: Independent review of curriculum and assessment arrangements in Wales. Caerdydd: Llywodraeth Cenedlaethol Cymru.

Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74, pp. 1-14.

Hamilton, M., & Redmond, G. (2010). Conceptualisation of social and emotional wellbeing for children and young people, and policy implications. Sydney: Social Policy Research Centre.

Mental Health Foundation (2017) Mental Health Statistics: children and young people. Retrieved from: mentalhealth.org.uk (Accessed: 15.11.17).

Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: RoutledgeFalmer.

Moore, A. and Edwards, G. (2000) ‘Compliance, Resistance and Pragmatism in Pedagogic Identities.’ Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, 24–28 April 2000.

Noddings, N. (2003) Happiness and Education. Cambridge: Cambridge University. 

Powell, A et al.  (2017) 'Examining the policy-practice nexus', Wellbeing in schools, pp. 222-225.