The End of Education
Joseph Pearce | February 19, 2014
“The one thing that is never taught by any chance in the atmosphere of public schools,” wrote G. K. Chesterton, “is…that there is a whole truth of things, and that in knowing it and speaking it we are happy.”[1] Such words would be greeted with calculated coldness by the architects of the common core curriculum, who would no doubt respond with chilling indifference that there is no whole truth of things and therefore no meaningful happiness to be derived from it. Modernity never gets beyond Pontius Pilate’s famous question, quid est veritas, which is asked not in the spirit of philosophy as a question to be answered, but in the ennui of intellectual philandery as merely a rhetorical question that is intrinsically unanswerable. This intellectual philandery spawns numerous illegitimate children, each of which has its day as the dominant fad of educationists, at least until a new intellectual fad replaces it. It is in the nature of fads to fade but in the brief period in which they find themselves in the fashionable limelight they can cause a great deal of damage, a fact that Chesterton addressed with customary adroitness in 1910, over a century ago:
The trouble in too many of our modern schools is that the State, being controlled so specially by the few, allows cranks[2] and experiments to go straight to the schoolroom when they have never passed through the Parliament, the public house, the private house, the church, or the marketplace.
Obviously it ought to be the oldest things that are taught to the youngest people; the assured and experienced truths that are put first to the baby. But in a school today the baby has to submit to a system that is younger than himself. The flopping infant of four actually has more experience and has weathered the world longer than the dogma to which he is made to submit.
Many a school boasts of having the latest ideas in education, when it has not even the first idea; for the first idea is that even innocence, divine as it is, may learn something from experience.[3]
