I’ve been pondering about making some posts about the recent changes in UK education, but I think I shall give pass that over for the time being. There seems to be a change in the landscape regarding education.
Let us go into the current situation to set out the ideologue:
1. The standards of post-16 qualification, AGCE’s (‘A’ levels), are being undermined by the increased numbers of pupils getting A grades.
2. The standards of ‘A’ levels are being undermined by the percieved lowered standards, and the teaching methods that undermine independence in favour of memorising a syllabus and learning to answer exams in the fashion that they know it will be asked. In other words, there is less surprise, or test of skill and creativity in exams and more strategy involved.
3. Universities have for a long time been concerned with funding deficits: this is due to a whole variety of factors, some are general and some are specific to the university and their research culture.
4. For the past few decades, many have pointed out the ‘professionalisation’ of academia; this includes the many buzzwords like ‘business model’, ‘schoolification’, interdisciplinary network initiatives, public engagement, ‘research’ and so on. While some aspects of the contemporary academy are positive (increased contact with the public; commissions for documentaries and television series and other wider media), there are some aspects in which academia has lost something of a better past.
i. The ‘lone-scholar’ archetype: academia, particularly the arts and humanities, used to be less ‘research’ based and less interdisciplinary, but engaged with more hard hitting and in-depth systematic studies, this is not to say that this kind of study does not occur, but is becoming more epheemeral in departments and less the norm.
ii. The ‘old’ notion of interdisciplinarity. Interdisciplinarity is inherently a weak idea; it is like, how, I consider the concept of someone calling themselves eclectic: Jack of all trades, master of none. There used to be a time when people were masters of many things. Physicists like Descartes and Newton have particular resonances to many fields beyond physics because of the way in which their philosophical thinking engaged and melded with their mathematics and natural philosophy.
Few physicists from the mid-20th Century really know much about philosophy beyond basic philosophy of science (or skeptics 101, if one were to be American about the whole thing). A similar thing should be said of philosophers today; many, excepting those few on the real cutting edge of philosophy of psychology and mathematics, are not themselves scientists or mathematicians. Interdisciplinarity is a response in a way, to the death of the polymath, and the increasingly ‘professsional’ status of academia. In a sense, a certain kind of concession should be made to the ‘dryness’ objection of the continental philosopher to analytic philosophy today.
I’ve a bit of time before I can elicit some more responses in terms of the underlying political responses. For now I shall just sketch out the landscape