EDUCATION’S EVOLUTION (2)

With The Passing of Time

(Written when I retired in January 2012)

PART TWO

He worried that with the passing of years, a preponderance of weighty issues had grown into school curriculum requirements. Lots has been added and little dropped. He wondered how teachers could cope and was concerned the children would be overburdened and staff become disillusioned. The educational pathway seemed increasingly cluttered and overgrown.

He was concerned that written reports were no longer short, succinct, explicit and individualised. Rather they were long on hyperbole being stereotyped, jargon riddled statements. They had become increasingly wordy but in essence said less and less. Notwithstanding the huge amount of teacher effort devoted to their preparation, he felt they really said meant very little to parents.

He worried that with the passing of time, children had become more self-centred. “I” and “my” were pronouns and possessives that underpinned their belief and value systems. He yearned for those times past when, it seemed, children were well mannered and cared for others. “Yes please”, “thank you”, “excuse me” and “may I” were fast disappearing epithets. That he felt underpinned a loss of character.

He wondered where safety and security for children had gone. In the 1970s and 1980s children could play outdoors in what was a safe, secure environment. Come 2012 and parents no longer felt the children were safe. Threat for young people was felt from cyberspace to the street. There was a feeling that children needed to be cocooned and cosseted – but not by parents. As primary caregivers they were too busy at work to offer personal nurture.’Minding’ at Outside School Hours Care centres was the in thing.

He wondered whether, in an enlightened age, children feel ‘used’ when their schooling futures were discussed in a way that likened them to pawns on a chessboard. He also wondered whether children appreciated being ‘objects’ for limited academic testing (Four May Days each year). Did they feel that overall and holistic educational needs were regarded as important by Federal Politicians setting State and Territory educational agendas?

To be continued

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