Mainstreaming Co‑operationManchester & Rochdale, 3rd-5th July 2012

Session C1

Democracy, competition and co-operative schoolsWednesday 4th July, 2012

Why co-operative schools should oppose competition

and what they might do instead

Michael FieldingInstitute of Education, University of London

m.fielding@ioe.ac.uk

Competition -the standard philosophical account

1 A and B both want X2 If A gets X, B does not (they can’t both have it)3 Both must persist in trying to gain X

Other issues often discussed Rules governing the process (are competition

and conflict different)? Competition and co-operation interdependent? People ‘co-operate competitively and compete

co-operatively’ (no psychological / logical incompatibility)

Object centred or opponent centred? Competitive process or competitive motive? Is competition a neutral or a normative concept?

Competition as essentially contested concept

For competition‘If nothing suppresses competition, progress will continue forever’ J.B.Clark (1907)

Against competition‘All competition is essentially selfish. That is its condemnation. No matter how much competition is “regulated” by forbidding the practice of objectionable methods the selfishness of it remains. The eternal and insuperable objection to competition from the ethical standpoint is the state of mind involved’ I.W. Howerth (1912)

‘Of schools in all places, and for all ages, the healthy working will depend on the total exclusion of the stimulus of competition in any form or disguise’ John Ruskin 1894

‘Imagine it! The Ideal of Human Brotherhood to be built on a foundation of egotism and self-interest!’ Robert Blatchford 1898

Co-operation and emulation not competition

Shorten working day and lengthen life

England should feed her own people

The land for the people

Merrie England

No people can be free while dependent for their bread

The plough is a better backbone than the factory

No child toilers

Production for use not profit

Solidarity of Labour

The cause of labour is the hope of the world

Socialism means the most helpful happy life for all

A commonwealth when wealth be common

Art and enjoyment for all

Hope in work and joy in leisure

Competition Exclusive - winners /

losers (zero-sum) Deflects attention

away from standards Encourages cheating Taking part less

important than winning Socio-political model

based on greed, self-interest + perpetuation of privilege / inequality

Fear often underpins resolve

Emulation Inclusive - all can take

part Focus on skills /

excellence is the point No point in cheating Joy of taking part

(with others) Socio-political model

based on freedom, equality + democratic fellowship

Love (of others / the activity) the main driver

The work of Alex Bloomat St George-in-the-East Secondary Modern School, Cable Street, Stepney, in the East End of London

On 1st October, 1945 Alex Bloom set out to develop

‘a consciously democratic community … without regimentation, without corporal punishment, without competition’

Competition is outfrom

St George-in-the-East: Modern School in Action (Times Educational Supplement 27 July, 1954 p.605)

‘Competition is out. No individual prizes for work, conduct or sport distract the constant aim of doing a thing for its own sake, trying to beat, not other people’s standards but one’s own, producing one’s best, not to shine above the rest but with the maturer pleasure of co-operative achievement.’

Bloom on competition and democracy (1)

‘How can children reconcile the opposing concepts of competing against and co-operating with? Do you help your brother over one style and push him away at the next?’

‘If our aim in education is to learn right living, and the means is by living aright, then we can achieve our purpose only by ensuring that, as far as is possible, the child’s experiences within the ambit of the school are cumulatively harmonious.’

Bloom on competition and democracy (2)

‘It is part of my belief that the modus vivendi claims paramount importance. We are convinced that not only must the overall school pattern – the democratic way of living – precede all planning, but that it proclaims the main purpose of education in a democracy. Our aim is that our children learn to live creatively, not for themselves alone, but for their community.’

‘Lessons about co-operation or tolerance or injustice will not form right attitudes nor change wrong ones.’

A.S.Neill presented the school prize (picture added by me!)

‘Mr A.S.Neill, head of Summerhill School, Suffolk (who) presented the school prize said … he didn’t believe in individual prizes, rather a communal prize. “Nobody does anything important for a prize. I absolutely agree this method of dividing up the prize between a community is an excellent one.”’East London Advertiser 23 July, 1954

DEMOCRATIC STRUCTURESSt George-in-the-East Secondary School, Stepney, London (1953)

Staff Students School

Staff Panel All staff (about 10)

Pupil Panel Head Boy / Girl Deputy HB/G Form Reps Secretary Headteacher

Joint Panel Staff Panel Member Head Boy / Girl Chairs of Pupil Committees Headteacher

Weekly Meeting Schedule

Form Meeting Pupil Committees Monday Morning Ongoing dance meals sport tidy social

Pupil Panel Friday Morning

Staff PanelMonday lunchtime

Monthly Meeting Schedule

Pupil Panel Staff Panel ▼ ▼

Joint PanelLast Friday of the month

▼School Council [whole school: students + staff]

Monday following Joint Panel Meeting

DEMOCRATIC LEARNINGSt George-in-the-East Secondary School, London (1953)

Communal frameworks for individual + group learning School study (agreed theme) e.g Man’s Dependence on Man

Thematic day conference where work is shared Residential camps Learning in the community

Negotiate what you learn Mixed age Electives (choose what to study after taster session) Art Book-binding Creative writing Debates Drama Dramatic reading Fabric printing French Housecraft Italic writing Literature Music Mythology Needlecraft Poetry Puppetry Recorder playing Weaving What’s on? Woodwork Student initiated Extra Maths Extra English Non-groups group absorb into existing group include in new activity

Each class approaches School Study differently – internal negotiation

Learn with + from each other (students + staff) Relationships with class teacher Individual Weekly reviews Form meetings (Whole) School Council / School Meeting

DEMOCRATIC RELATIONSHIPSSt George-in-the-East Secondary School, London (1953)

Individual significance + communal contribution ‘the child must feel that … he does count, that he is wanted, that he has a contribution to make to the common good’

The community’s capacity to inspire commitment ‘the child must feel the school community is worthwhile’

From fear ‘Fear of authority, fear of failure, fear of punishment’

To friendship ‘Friendship, security and the recognition of each child’s worth’

From exclusion

No competition

No marks / prizes

No streaming / setting

No caning / no punishment

To inclusion Emulation / beat your past best Do it because it is interesting / celebrate the achievements of the group / community All ability, sometimes mixed-age groupingSense of responsibility / restorative response

Examples from

My experience as a teacher 1969-1989

At Thomas Bennett School, Crawley

MUST (Mutual Support Time)Learning diariesPoet-in-ResidenceMode 3 GCSE and AEB 753 (Mode 3 ‘A’ level)

At Stantonbury Campus, Milton Keynes

Core groups in ‘Shared Time’Students in Hall MeetingsMSO (Mutual Support & Observation)Living ArchiveCelebration as an educational strategy

Examples from

My experience as a researcher1990- present

Portfolio forms of assessment / celebrationStudent-Led ReviewsSALP (Students as Learning Partners)

developed at SSAT by Gill Mullis - an active MSO person at Stantonbury

Research Forum and development of new accountability framework at Bishops Park College, an 11-16 comprehensive school in Clacton, England

Patterns of Partnership – a framework for partnership working between young people and adults in school

Radical democratic traditions of student voice

Towards the

Radical democratic common school

1 Education in + for radical democracy

6 Radical curriculum, pedagogy, assessment

2 Radical structures +

spaces

7 Insistent affirmation of possibility

3 Radical roles 8 Engaging the local

4 Radical relationships 9 Accountability as shared responsibility

5 Personal + communal

narrative

10 Regional, national +

global solidarities