It’s a crisp April early morning – sun shining and another pair of Jacob lambs born – just three ewes yet to lamb as singular black dog and I enjoy an amble around our beautiful estate. Woodpeckers are hammering away and a small skein of yelping Canada geese swoop in to the lake as we set off.
My usual sense of vicarious trepidation at the prospect of lots of students taking public exams is tempered by the memory of last night’s assembly from Head of Academic Enrichment, Clare Jarmy. Her other role as Head of Philosophy, Religion and Ethics gives her a clear advantage in developing a compelling reason why all our students have good reason to look forward to exams and to see them as underpinning a very important stage in their learning. Going over her reasoning on my morning stroll, it makes yet more sense as I rehearse the argument in my mind. So here goes.
In order for us all to move our learning forward we need help making the jumps from what we can currently do to the next stage: seen pictorially this is about us jumping up a further stage – or, using the educational terminology, the zone of proximal development. Teachers are the most usual way that we are helped to make that shift –
Clare’s point is that revision for exams – best described not using its literal meaning of “seeing again” but considered as “seeing afresh” – is the point when we as learners have to consolidate the learning that we have previously been assisted with. Put differently, we re-make the learning and make it our own.
Finally, she identified another critical distinction that should help our students understand the potential benefits of this process more fully. This has to do with the difference between extrinsic and intrinsic motivation – the difference between doing something because it gets you something else you want, and doing something for its own sake. Clare left the students with the possibility that one thing that many of them might be discovering was that the process of revision helped them understand that they had a strong intrinsic motivation to learn. It was at this point I learned my new word for the day – “enculturement”, which Clare used to describe the educational process central to humanity which enables people to gain an understanding of the world and what is intrinsically worthwhile. This view, central to the writing of philosopher John McDowell, is that it is through culture that we acquire a “second nature” above and beyond our animal needs. Education, and in particular independent learning, makes us who we are.
Intriguing stuff: Clare’s article, published here, will further enlighten.