By Keith Budge, Headmaster, Bedales Schools
Bewitching days here now – steady heat and even a nightingale singing in one of the trees between 50 Church Road and the Village Hall as Moony and I sit on the terrace / patio / stoep as dusk gathers.
Even in the teeth of public exams, there has been fruitful stuff happening in terms of student voice and engagement.
On Monday evening, Josh, a 6.2 student who is close both to the end of his A Levels and to the end of his time at Bedales, gave a talk to the Pudding Club – the gathering of our 3i group. Josh had chosen to talk about ‘How we learn and what makes us tick’. His talk reflected on his decade spent within the Bedales Schools and how well he felt that these environments worked alongside the innate drivers that help us learn and underpin our behaviours: valorisation – the values and behaviour of teachers which students naturally copy and which creates the self-confidence and “willingness to do what’s good” in the students; the need to find out about the world and how it works, reflecting the “intelligent thinking” that lies at the heart of our education; and finally the sense of wonder, “innate curiosity” that is so closely linked with creativity.
The power of Josh’s talk was shown in the quality of discussion it evoked – clearly what he said had resonated with many of the students in the meeting.
Wednesday’s Jaw was taken by Richie (6.1) and was about music – its use for propaganda and protest. Beginning with a remarkable film from 1908 of the Marseillaise being sung and the use by the French government of this rousing song (inspired by the need to defend Strasbourg), he went on to talk about the role of the piano in middle class European life, before crossing the Atlantic and involving us in the role of music in the Vargas 1930-42 Brazilian government. He then made protest music the thread, with Bob Dylan, Martin Garvey and then the extraordinary story of Fela Kuti’s Kalakuta Republic, set up in Nigeria in the 70s and destroyed by the Nigerian government in February 1977; this was partly in response to the popularity of his protest song Zombie which attacked the mindlessness and power of the Nigerian military.
Student initiatives and talks of this kind are the best kind of inspiration for other students – and all the more powerful coming at a time of year when schools and students tend to be thinking exclusively about exams.