This is the text of this morning's Thought for the Day on BBC Radio 4's Today programme:
It's perhaps indicative of the original trauma itself that yesterday I got the shivers when I heard the A Level results were being published. I remember well – when I went with my dad to my old comprehensive school in Liverpool to get my results nearly forty years ago – the feeling of dread … the sense that the whole of the rest of my life depended on what would be revealed in the next ten minutes. Melodramatic? Maybe. But, I've never forgotten the experience.
Looking back, I think I saw education in rather narrow terms. Qualifications were a means of advancement – allowing me to move on to the next thing I wanted to do in life, which was to go to university. There was something functional about the whole thing: get qualifications in order to get the place in order to get the degree in order to get the job, and so on. And there are plenty of commentators today who would observe that this functionalism has become the be all and end all of education. Perhaps we should recover the German distinction between 'education' and 'training'.
Well, the whole process surely must be more than creating incarnated CVs. When the Apostle Paul wrote to the church in Rome nearly two thousand years ago he stressed that we need to be transformed “by the renewing of our minds” – that is, to allow our world view, our assumptions about who we are and why we are here, about what matters and why, to be re-shaped over time. But, Paul refused to accept that this can be done apart from consideration of how we use our bodies and spirits – what we choose to worship and how we do our ethics.
Funnily enough, this is the understanding that gave rise to universities in the first place. Education was seen as the development of the character of a person in community, and not just a means of getting jobs to earn money. Not surprisingly, it was primarily about expanding the world of a student into a freedom to live universally – an opening up and not a closing down of perception and experience. And, contrary to some of today's dominant cultural worship of 'success', this approach assumes we have something to learn. It is rooted in the humility that knows how little we know, and how hard it is to change our minds.
Essentially, then, this suggests that we need to recover – at the heart of our assumptions about education – that education is a means to an end and not an end in itself: the end is the formation of character, and qualifications simply help us to measure how far that character is being shaped.
There are many homes in England today that burst with celebration or are quiet with uncertainty. It can only be hoped that all students will see their value going beyond results that only measure a little of what matters … and possibly say nothing about who they are as persons.
