When individuals are asked to describe a formal educational setting, they will typically describe it as a four walled environment that is constructed around a curriculum and is populated by teachers (Koerrenz et al, 2018). As well as schooling and the state education system being a common place of educational development (Carnie, 2017), it can also be seen as a way of shaping people into something that society wants, rather than allowing people to shape themselves (Holt, 2004).
The government views education as a key aspect of the country’s economy because it creates a foundation of culture and helps to equip individuals with the necessary skills required for adult life (DfE, 2015). The current system is considered to be socially ‘just’ as it provides equal opportunities to all young people in the UK no matter their societal background (DfE,2015).
In spite of the current system claiming to adhere to social justice (DfE, 2015) and aspects of democracy (Lees, 2014), it does not always embrace individuality and freedom. This is because the current system is focused on students being able to recite key facts that have been taught to them by a teacher (Koerrenz et al, 2018), to pass exams instead of allowing students’ individual curiosity and interests to lead their learning (Carnie, 2017). When children are first introduced to school, the world around them is fascinating, which makes them very curious, spirited and adventurous, therefore most of what they do is through genuine interest rather than through reward and punishment schemes that are set up in today’s system (Holt, 2004). Motivation and curiosity is soon lost within the system because these natural characteristics are not built upon and are commonly overlooked (Carnie, 2017).
Due to the natural learning instincts of individuals, being overlooked in the current education system has led to a rise in popularity of education alternatives. Multiple alternatives are being proposed for primary, secondary and tertiary education. Examples include, Montessori, forest schools, home schooling and Open University. This webpage explores the current systems of primary, secondary and tertiary education. It also discusses why there is a potential need for an alternative, ‘Liberated Learning (LL)’. The systems are analysed, critiqued and an alternative is presented for each one. There are ideas from Montessori and forest schools for the primary alternative, home education for secondary and Open University for the tertiary alternative, with coherence of individuality, freedom and democracy themes. This will explore whether an alternative would be able to replace the current systems.
References:
Carnie, F. (2017) Alternative Approaches To Education: A Guide For Teachers and Parents. 2nd ed. Oxon, Routledge.
Department For Education (2015) The purpose of education [Internet]. Available from https://www.gov.uk/government/speeches/the-purpose-of-education [Accessed 12th March 2020].
Holt, J. (2004) Instead of Education. Boulder, Sentient Publications.
Koerrenz, R., Blichmann, A. and Engelmann, S. (2018) Alternative Schooling and New Education: European Concepts and Theories. Birmingham, Springer International Publishing.
Lees, H, E. (2014) Education Without Schools :Discovering Alternatives. Bristol, Policy Press.