Success v's Success: Rich v's Rich

Comparison with other countries on the narrow set of subjects that PISA (and the UK education system) focuses on (Mathematics, Science and Literacy) (OECD.org 2020), is not the correct way to gain a full picture of how successful countries are. This area of analysis and comparison only looks at pupils’ attainment, and in a small range of subjects which highlights ‘success’ from a neoliberal perspective. Alternatively, it could be more appropriate to measure student ‘success’ holistically based on criteria such as happiness, well-being, and mental health, perhaps under the umbrella of social development. For example, analysis using World Bank figures show that the five countries with the largest economies (Howmuch.net, 2018) do not score highly on the World Happiness Report (Helliwell et al, 2020), nor do they score highly in the United Nations Children’s Fund (UNICEF) Well-being of Children Report Card 13 (2016). In both tables (focusing on Social Development based criteria) the leading economy (the USA) ranks only 18th and 26th respectively. This shows different ways of defining and measuring the word ‘success’ and that economic success does not necessarily lead to success in terms of happiness and well-being.

In historical philosophy the term ‘rich’ served a different meaning to that of current day. Aristotle proposed “riches are not the good we are seeking” (Pakaluk, 2012, p.321). Agreeing, Harðarson  (2019) suggests “schools should teach children phronesis [practical wisdom]” (p.1518) building character and judgement; with the idea that a prudent person does not just think about what is good for themselves but also for people and society in general. It is important to have a prudent person who thinks about what will be beneficial in the future. Prudence is necessary to select the right means to be happy or fulfilled. Rather than accepting modernity as it is, and worrying about the effects later, it is time to think about the future and decide in the present. It is time to rethink what the purpose of education is and how this can be achieved. The purpose of education should not be a platform to promote neoliberal political agendas.  The purpose of education should be a vehicle of Aristotelian virtues and create a well-rounded child in a sustainable environment where they can flourish.

OECD.org (2020) About PISA  Available at: http://www.oecd.org/pisa/aboutpisa/

Howmuch.net (2018) The World’s $86 Trillion Economy Visualized in One Chart. Available at:https://howmuch.net/articles/the-world-economy-2018

Helliwell, J. F., Layard, R. and Sachs, J. D. (2019) World Happiness Report. Available at: https://happiness-report.s3.amazonaws.com/2020/WHR20.pdf     

UNICEF (2016) Well-being of Children Report Card 13. Available at: https://www.unicef.org.uk/publications/report-card-13-fairness-for-children/

Pakaluk, M. (2012) Aristotle's Nicomachean Ethics. Cambridge: Cambridge University Press.

 

Harðarson, A. (2019) ‘Aristotle’s conception of practical wisdom and what it means for moral education in schools’, Educational Philosophy and Theory, Volume 51,




Comments

Post a Comment

Popular posts from this blog

Working with the Institute of Voluntary Action Research (IVAR) –  As we are nearing our first year of the Foundation, I wanted to reflect on how it's going. Early in the year I worked with IVAR as part of a focus group discussing the merits and pitfalls of small social enterprises and Community Interest Companies.  Please see the below blog entitled ‘Like a Charity but Different’, the blog explores the challenges that many CIC leaders face, including: Lack of distinct spaces to connect; Competing priorities, responsibilities and succession planning; Funder perceptions.  'Like a charity but different’: CIC leaders share their experiences As part of our Leading in Uncertainty work, we held a series of peer sessions for Community Interest Company (CIC) leaders in the Community First Yorkshire network. CICs are a special type of limited company that exists to benefit the community rather than private shareholders [1]  and are part of the voluntary sector. ...
Read more

Anti-bullying week

As this week is Anti-bullying week, I feel it necessary to highlight the impact that bullying can have on both the agonist and the antagonist.  Rigby, K  et al’s.  (2004) below summary highlights this well:   A brief historical background –  Over the last two decades, bullying in schools has become an issue of widespread concern (Smith, Morita, Junger-Tas, Olweus, Catalano and Slee, 1999). This is not to say that in earlier times bullying in schools was ignored. There was much animated public discussion of bullying in English private schools in the mid-nineteenth century following the publication of the famous novel  Tom Brown's school days  (Hughes, 1857). This book evoked strong expressions of abhorrence towards, and condemnation of, the practice of bullying, and various suggestions were made on how it could be countered (see Rigby, 1997). However, the systematic examination of the nature and prevalence of school bullying only began with the work of ...
Read more