Confine Post-truth Education into the Dustbin of History

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Two arguments have been prevalent in education discourse for a number of years: one, that the content of the curriculum is just a reflection of power relations and two, that all truth is relative. The arguments are often expressed as questions: ‘whose truth?’ And ‘whose knowledge?’ These ideas are then used to back up the idea that the curriculum should be personalised and that everyone is entitled to an opinion as all opinions are valid, so what we teach is less important than how we teach it.

The challenge to such thinking in education comes with two changes that occurred during 2016: our relationship with ‘Europe’ and the oft repeated claim that now live in a post truth age.

Whose knowledge? Imagine a curriculum that celebrated the importance of European culture, had explored the work of Beethoven, Goethe, and Dante, in which all children had been taught about classical civilisation, the languages of ancient Greek and Latin, they had been imbued…

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Reading is Knowledge

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We shouldn’t confuse skills with knowledge 

One of the most discussed topics in education today is that of the so-called ‘knowledge curriculum’. Its most famous proponent is E D Hirsch, who has written extensively on the subject. Hirsch argues that depriving students – especially poorer students – of the ‘cultural capital’ that middle and upper class children have access to perpetuates inequality and injustice. Instead, he believes that the curriculum should reflect ‘powerful knowledge’ that enables students to gain the same access to higher education and working opportunities that those in better-off circumstances tend to have.

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Hirsch, and many others, recognise that reading is an essential tool in this approach. The amount of knowledge that students need to consume in order to be well-equipped by the end of secondary school is vast. It is not possible to cover it all in lessons alone; nor is this desirable. Developing independence in…

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