My previous six posts have examined the position on educational purpose taken by Professor Biesta. I have concluded that when he (like many of his child-centred colleagues) says that we should focus more on purpose, he does not mean to clarify but rather to obfuscate that purpose. He means to place responsibility on individual teachers to decide what their various, implicit and often meaningless purposes should be. This leaves no possibility of taking systematic action to achieve such objectives or of giving any clear account to the rest of society on how effectively this has been done. It is a model that sits uncomfortably with Professor Biesta’s professed desire to improve democratic accountability. In this post, I turn to the reasons why Daisy Christodoulou also opposes the explicit description of educational purpose.
Why progress on edtech is dependent on a better understanding of educational purpose
If my last post was a light-hearted love story, this one is more of an attempt to write a Tractatus Logico-Philosophicus. But I hope that the reader will be compensated by finding the argument to be original. I make the case that the recommendations of the recent Commission on Assessment without Levels are fundamentally mistaken.
It is a response I submitted to the current House of Commons Select Committee’s enquiry into the purpose of education. When announced, this enquiry was dismissed by Andrew Old as a waste of time: the purpose of education, said Andrew, was simply to make people cleverer. While I know where Andrew is coming from (who needs another waffle-fest with a lot of high-faluting rhetoric?) and agree with Andrew most of the time, I disagree with him that this is a pointless enquiry, if the question is understood in the way that I will suggest.
As my previous posts have argued (especially How technology will revolutionize education), technology is not about generic kit, but about the systematic means by which we pursue our ends. If no-one can be sure what our ends (or purposes) are, then any technological approach to education is doomed to fail. If we are not taking a technological approach to the business of teaching itself, then what hope is there in applying digital technology to education productively? Judging by the success we have had so far, the answer has to be “not a lot”.
My contention in this piece is therefore that the development of systematic pedagogy will never be achieved until (a) we know how to describe our educational objectives more clearly and consistently, and (b) until we understand the role of digital technology, both in supporting the description of educational objectives and in implementing the pedagogies required to attain those objectives.