VIEWS & OPINION


Sunak sets education a-twitter with new maths plan Comment by FELICIA JACKSON, Chair of the Learn2Think Foundation


New Prime Minister Rishi Sunak has proposed that all children should learn maths to the age of 18. It may be a well- intentioned plan, but it rather begs the question of what education is for. British actor Simon Pegg went viral for saying that Sunak wanted a ‘drone army of data-entering robots’.


Sunak’s speech in January 2023 was focused on building a world class education system, an NHS focused on patients, stronger communities and safer


streets and a society that ‘truly values the family’. The danger with such rhetoric is that it can be easily twisted – valuing the family can come to mean ignoring the rights of less traditional family styles. And that’s where Sunak’s focus on maths to 18 as an education solution falls at the first hurdle.


A fair and functional society requires an understanding of shared goals and a commitment to achieving them. But that means unpicking the language used, the definitions understood and the pathways to achieving them – and that can’t be done without questioning the assumptions in those statements, and the assumptions that underlie the goals. No one wants an NHS that’s not focused on patients, but without proper funding, decent levels of staffing, effective management that doesn’t have a stranglehold on clinical care, that’s not going to happen. And stating the obvious about what we want is meaningless if we don’t understand how we’re going to get there. Understanding maths and


economics might help us crunch the numbers to work out what’s possible, but it’s not going to tell us anything about what we’re choosing to value and how.


Sunak’s vision is for one where maths will be compulsory to 18, as a means of giving children the analytical skills that the modern world requires. But analysis is not just crunching numbers – it’s about nuance and perspective, about understanding value and bias. The ability to question bias, to examine value, to create new approaches cannot be taught by expecting children to cite and learn mathematics – especially when they often dislike or even fear it.


Part of the challenge is the fact that maths is taught in a linear rigid fashion. The elegance, beauty and even magic of maths doesn’t come into play until further maths – and while children need to learn the basics in order to explore the art of mathematics, that’s not going to necessarily equip them with the skills to question and think about what they’re doing. Data is everywhere - we need to interpret and to analyse it - but maths isn’t necessarily the best tool for children to use. Maths is important and can be exciting but forcing children to learn something they don’t like, for reasons they don’t understand, cannot be the way forward. Sunak’s vision harks back to a Victorian approach which is about creating a workforce to fulfil the needs of future employers. In a world where the UK government is attempting to pass legislation to force striking workers to work, removing one of the future tools for effecting change for working people, isn’t it more important that we teach our children how to think independently, compassionately and critically and, most importantly, for themselves?


Cancel culture, tolerance and empathy Comment by SARAH WILSON, Headmistress, Heathfield


Cancel culture is on the rise. Defined by Merriam- Webster as ‘engaging in a mass cancelling as a way of expressing disapproval and exerting social pressure’, it refers to a person or business being called out publicly - often on Twitter or other social media platforms - about something they have said or done that exhibits racism, sexism, or misogyny. Yes, it’s important to call out injustices, but we must ensure that young people are equipped to express themselves in a reasoned, respectful and


empathetic way, based on fact – rather than on what they have seen on social media or what their best friends say.


For many children, cancel culture has contributed to increased feelings of hesitation and nervousness in expressing opinions for fear of being ‘cancelled’. It can also promote group thinking when individuals are not confident enough to stand up against louder voices. Recognising mistakes are part of life, and recognising them and addressing them is all part of learning. The cancel culture does not allow that freedom - there is no room for apologising, demonstrating remorse and making amends, it is very restrictive.


So how can we help our students develop open, unbiased opinion based on information and evidence?


Building a culture where different viewpoints can be heard First we must ensure that school is a psychologically safe place, with a supportive school culture where individual voices are encouraged and different viewpoints can be heard and expressed – in a confident and ‘empathic’ manner.


We provide ample opportunities for our students to research and develop thoughtful opinions rather than relying on the quick fix of something trending on social media.


Whole school debates provide the perfect platform for young people to understand other student’s perspectives about the same topic and the reasoning behind their views. Critical thinking and appreciating the


January 2023


viewpoints of others is crucial - recognising there is strength in diversity, whether that be race, gender, or politics.


Each year, we hold our own Question Time, staged in a formal environment with visiting politicians, who offer feedback to a student- panel taking questions from students in the audience. Our students also work with The Kindness Bank, an organisation that promotes the United Nations’ Sustainable Development Goals, by educating young people about social and environmental challenges, and encouraging them to take action on issues such as the climate crisis. Why are tolerance and empathy important? Tolerance is the willingness to tolerate the existence of opinions or behaviour that one dislikes or disagrees with. It is not passive, it demands an active choice to reach out when there is disagreement, on the basis of mutual understanding and respect. Tolerant people show their strength by being open to different opinions and perspectives, a trait that is important in personal development.


Empathy is quite a complex concept – to ‘walk in someone else’s shoes’ and have the ability to understand and share the feelings of another. It’s really important that every opportunity is taken to model and teach both these attitudes, throughout everyday school life and also the planned curriculum.


When people take an interest in what others think, feel and experience, they are recognised as caring, trustworthy and approachable – excellent skills and attitudes for life.


Building a school culture where individual voices and different viewpoints can be heard and expressed – in a confident and ‘empathic’ way – is vital. With the rise of cancel culture, our students need to learn and understand how to promote mutual tolerance and respect, whilst maintaining freedom of expression in their own interactions. Society is evolving and young people have an important role to play in communicating their experiences. Education should help young people use their voice confidently and intelligently, forming their own opinions and learning how to argue in an empathic way, enabling them to make positive changes to their world.


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