My recent defence of researchED lost me quite a few followers. The followers bothers me (even though it shouldnt) but not as much as the general attitude.

There is a strong reactionary trend amongst some educationaliats against the so-called “incursion” of “traditional” views into education.

The biggest mistake these reactionaries make seems to be thinking that “chalk and talk” pedagogy is pushed because it’s traditional, and not because it “works”.

“Define works” - previously works hasnt needed to be defined rigorously, so many things that didnt work were pushed.

am pretty lefty and hippy on some things and pretty traditional and conservative on others, like most people. I read the guardian and the telegraph and hate the partisanship of both, for different reasons

Educationally I advocate for (and have implemented) improved “pastoral/advisory” care - socio-emotional learning, wellbeing & philosophy. Meditation & service learning I think are particularly important.

But I also use Rosenshine and think a lot of group work is a waste of time!

Of course, “socio-emotional learning” is anathema to “traditional” academic-rigorous education. It ticks all the boxes of vague, kind-sounding, platitudinous nonsense.

...But it shouldnt. Yes, schools need to make choices and time is very limited. So dedicate time to instruction, curriculum and this stuff. It can be done if well planned.

Some VIGOROUSLY oppose wellbeing & generic feel good stuff. But I WANT that disagreement and opposition. If the arguments for doing these things dont hold up against rigorous argument and evidence, I shouldnt do them.

The most productive conversations I have had are when people directly say “you are wrong”

I therefore want and encourage people to be scathing about mindfulness sheds and positive psychology teddy bear picnics, not being supported by the most rigorous studies - teachers arent therapists - etc.

It gives me a chance to test out what I am saying against smart people who think it’s BS. That will make me better at my job and it will clarify my views. Maybe I’ll abandon it, but I doubt it.

Now more than ever I’d get every kid in the world sitting in silence and watching breathe for 30 minutes every day!

It seems some reactionaries would prefer to say that strong direct challenge to their opinions by “trads” is “right wing” / negative,or even bullying. Personal attacks against prominent trads has become the norm, not vigorous debate.

It’s very easy to talk to an echo-chamber. But we need people coming together and disagreeing well, disagreeing productively - with heat, going at it on the pitch then having a pint afterwards.

Progressive education needs renewing, not abandoning. But the arguments need to improve. Whispering in the corridors and saying anyone who challenges is a right wing populist is, frankly, a bit sad.

Outside the UK, beliefs like critical-thinking improves via problem-solving, engagement matters above consistency, teacher talk is bad/boring, facts and knowledge are irrelevant ARE the norm. Thinking differently makes you weird.

International education - “gamify resilience, create a growth mindset, observe (&judge) teachers based on how fun their activities are”. UK educationalists “this never happened” - well, I lightly frown.

How did it get to be like this (pedagogy in above tweet), then? This discourse (encouraging the views that apparently never happened!) is not a rogue outrider, many conferences and many schools - message = same.

I be like - why not, instead of saying the change in the UK is political (yes, you noticed Tories has an education policy), say - okay, we’ve made some good progress, what’s next? How can we build on this?

(I bet many of those banging on about how awful and right wing uk education is also pontificate about knowledge, memory and cogntive load at conferences.)

If we dont accept and build, education as political football will never end. Yes, tories and labour will have ed policies. They’ll be a bit different. Instead of “all of the other-side is bad” why not seek out the good and build, build, build?

Personally - I think we should be able to manage using evidence to improve instruction, including consistent behaviour and good feedback policies whilst also building up healthy, happy, good, spiritually nourished kids.

Not everything is a binary choice. Most people want to know practical strategies to achieve ends not ideology. That’s that.