The opening words of Labour’s 2015 policy statement Education and Children stated that 'For Britain to succeed in the 21st century, we must earn our way in the world and win the race to the top, with a high skill, high wage economy'. Is success to be seen as winning an economic race? What does this mean when so many countries have the same aim? Might contentment-with-life of the people be a better indication of national success? If so, what might be the contribution of education rather than economic affluence? Might schools foster 'contentment-with-life' by introducing their pupils to the cultural wealth of our society, to its moral norms, to sport, creative activities, working collaboratively and much else?
By the time that today's primary school children have reached their middle years, climate change due to manmade global warming will be changing the world. Droughts in some places and floods elsewhere may have caused the death of millions worldwide and mass migration with inevitable conflicts. What skills for coping with this situation might be needed by future generations? This event was an opportunity to debate the nature and purposes of schooling when the oil runs out…
Michael Bassey spent much of his working life training primary teachers and later researching their work at what is now Nottingham Trent University (NTU). He was president of the British Educational Research Association in 1991 and, on retirement from NTU, spent ten years as BERA's academic secretary. He created the concept of fuzzy generalization which he claims solves the problem of generalisation in the social sciences.
His books include: Nine Hundred Primary School Teachers, Case Study Research in Educational Settings, Education for the Inevitable: schooling when the oil runs out and Convivial Policies for the Inevitable: global warming, peak oil, economic chaos.
See the Free school from government control website and the Convivial politics would save the world website.