Dr Seldon argues for 21st century ideas to transform 'factory schools'

Anthony Seldon gave a wide-ranging talk in his inaugural lecture on being appointed Professor of the College of Teachers on Monday 9th March.

For the full text of Dr. Seldon's speech, please click here.

Dr Seldon is being recognised for his innovative work in UK education. For many years, he has argued against the demeaning effect of league tables and exams on learning, he has pioneered the teaching of multi-intelligences or aptitudes, he has been a leading figure on the debate on bridging the divide between both sectors in education, and his school opens its own academy later this year. He has pioneered the pathway on the teaching of happiness and well-being, he has introduced the Harkness method to British schools (using oval tables where the teacher becomes a facilitator to student learning rather than the 'fount of knowledge'), and he is leading the debate on the internationalisation of education and the starting of overseas branches.  His school plans to be the first independent school to start Diplomas and he is responsible for starting the state-independent MBA in leadership with the Institute of Education. Putting such ideas into practice, he has transformed the fortunes of two independent schools, Brighton College and now Wellington College, and made them highly popular, successful and innovative.

In his lecture, Anthony Seldon draws heavily on the example of Thomas Gradgrind from Charles Dickens' "Hard Times".  Gradgrind's insistence on "facts, facts, facts" may have been acceptable once with the factory schools of the 19th and 20th centuries, but in the 21st century he sees the Gradgrind vision of education as strong as ever.  "The core problem is that we are letting exams drive the curriculum, rather then the desired curriculum driving the mode of assessment: it is inevitable that an exam-driven education system will see education being replaced by instruction, independent learning by rote learning, and creativity by conformity.

"Governments do not trust school heads or teachers.  That is why there is this central imposition of curriculum and testing and examinations.  Yet if teachers are not trusted, they will not act as if they are trusted.  Education, at school and at universities has narrowed in Britain.  The purpose of education is to open minds and hearts, and to develop all the aptitudes or intelligences within each student.  The word education comes from the Latin educare, 'to lead out'.  This is the opposite of what is happening today."

He advocates five ways in which 21st century education can be better. 

1. Teach all the eight aptitudes at school, rather than just the two intellectual ones - the logical and linguistic.  "Schools should also give equal weight to the development of the cultural and physical, the personal and social and the moral and spiritual aptitudes". 
2. End the obsession with exams, tests and league tables, which are corrupting education.  "Move towards school-based assessments, and to systems such as the International Baccalaureate, where the focus is on learning rather than teaching, and the curriculum rather than examination". 
3. Ground schools and universities on physical, psychological and emotional well-being.  "It may have been tenable five years ago for heads to belittle well-being: given the widespread research evidence, and the continued rise of mental illness amongst the young, it is irresponsible for any head or university leader not to embed well-being into their institutions". 
4. Bring the size of schools down to a human scale, and introduce 'houses', as in independent schools.  "Children need to be known and their parents need to be known: schools and universities are not production lines, but places of infinite sensitivity, creativity and emotion.  These can only be realised if the scale is small and human". 
5. Have spirituality at the heart of the school.  Dr Seldon has harsh words for those like Richard Dawkins who confuse religion with spirituality, and sees Dawkins as exhibiting many of the characteristics of Gradgrind in his insistence on facts and his failure to accept the validity of the experience of others who think differently about the life of the spirit and the meaning of life.  "Life is a spiritual experience, and schools must reflect this: full meaning in life will never come from material possessions but from the experiences of joy and wonder in human relationships, nature and art.  Our schools need to put a sense of wonder and awe, and love, not the least for the environment, at the centre of their work.