Fred Garnet is visiting research fellow at London Knowledge Lab and City University. As he says himself he "now work "liminally" on any project that will help create a socially-just participatory democracy".
He certainly knows about education and has written this blog which are his ideas about the discussion title: What is the Purpose of Education and Learning: Wealth or Wisdom. Here are his views:
Purpose of education and learning; wealth or wisdom
I regard education as a *system* designed by policy-makers and owned by academics.
Learning however is what each individual comes to understand about the world when they address it in whatever context they are in, formal, non-formal or informal. Mostly learning takes place despite the disciplines of education, and often takes place in failing to follow it's structures. Consequently one of my mottos is "learning is owned by the learner" and we should respect that (see "Trust the Learner" for more).
LINK to "Trust the Learner"
I learned most about learning and education when I arrived at Lewisham College to teach computing in 1982 having been kicked off a PhD in political science at a rich American University; a drastic transition from near the top of the pile to near the bottom, or so it might seem.
I quickly learnt that everyone wants to learn, especially in colleges which we call "post-compulsory education" but may not have the "literacies" required to understand the extraordinarily odd educational settings that we provide for learning; formal, hierarchical, authoritarian, rigid, inflexible and power-based - all captured in how we structure "our" knowledge in our subject taxonomies.
After learning the craft of teaching as a lecturer (which teachers in the main do not) I realised that what I needed to do to be effective, and useful, as a teacher, was to act as a "broker" between a daft education system, which I vaguely understood due to my "success" within its confines, and "my" learners aspirations and, more precisely, their interests. In FE, unlike the more obsessively monitored confines of our National Curriculum school system, I could operate "androgogically" and negotiate learning outcomes with each individual. Not only this but I made it my personal mission to teach my kids how to think. You can't teach wisdom but you can enable people to find their own way in the world with thinking tools of their own. This exercise in mutual respect, once I was trusted (which really had to be earned in Lewisham) meant we both benefited. They became empowered to deal with the world as *they* saw it, and I felt purposeful because I had made a difference to ordinary people. And that can be the only purpose of working in our appalling education system; trying to make learning happen. Not to better understand the taxonomies underpinning academic structures, not to learn the valueless greed of capitalism, nor to try and offer shortcuts to the worlds wisdom, but to provide the people you are with, however they are labelled, with a belief in themselves and some ways of thinking that can enable them to engage with the world for themselves.
In my view our singular Education system creates "losers" and then blames them for their inability to behave in the predetermined academic manner, whereas no-one loses out when they are learning. Learners are people who have leaned how to think for themselves and can solve new problems that arise in the world, which is a kind of wisdom in the now. They are not interested in the false dichotomy of wealth or wisdom, nor in stealing shortcuts to them; that would only impoverish others... Perhaps a better form of wealth lies in not making others poor?
If you trust the diversity of people they will figure things out for themselves, and so for all of us.