Showing posts with label society. Show all posts
Showing posts with label society. Show all posts

Tuesday, 31 July 2012

Bluestockings: The Remarkable Story of the First Women to Fight for an Education by Jane Robinson


Bluestockings tells the story of the first women to go to University in the UK, of their fight for that right, of the prejudices they faced, of the friendship an support that allowed them to succeed, of how they lived, what they learnt, and what they came to contribute to society. It is easy for us to take education for granted (forgetting that, in so many places in the world, it is still denied to both women and men), which is why it is so important to remember, through books like this one, that we owe our freedom to the sacrifices of the ones who came before us.

The women of whom this book speaks are inspiring true heroines who were driven by love of knowledge in a hostile world where they were, due to gender, considered unable to learn - in fact, pretty much unable to do anything but have children and take care of the house. The arguments used against them are both laughable and outraging: women's brains are lighter than men's; studying would make them infertile or hysterical or promiscuous... they proved them wrong by their extraordinary results and, later on, by the high participation and success of women in most areas. 

However, this fight - which started in the 18th century but only gained momentum in the second half of the 19th century - was not a loud one. There were moments of resistance to these revolutionary women's ideas, most notably the 1897 riot of Cambridge students against the idea of awarding degrees to women (which, incredibly, Cambridge only did in 1948), but in general these women were quiet and very well-behaved. This strategy allowed them to prove that higher education for women has excellent results, thus silencing opposition and strengthening their cause. Soon enough, girls from all social classes were going to University, experiencing some measure of independence, expanding their minds, and forming strong friendships. The quaint, old-fashioned and rather sweet descriptions of their daily lives and the anecdotes related are great fun to read about.

Of course, not everything was perfect: there were women who did not adapt at all, others who faced conflicts with their families or economic hardship (and it is touching to read about how they helped each other), and all had a very restricted form of freedom. For example, if they wanted to go anywhere, they had to take a chaperon; for a man to go into a woman's bedroom, the bed had to be removed first and the door kept open (even if it was a family member). Initially, upon leaving University, they either married and had children or became teachers but, by 1939, women were starting to go into every career, inspired by the generations before them. Change is portrayed as a wave that keeps gaining momentum as it moves forward.

The evolution in the part women play in society has been extraordinary - which is why the book is written in the sunny tonality of winners - but we must not forget that there are still many challenges ahead in the struggle for an egalitarian society in which feminism plays an important role. This book does not cover those general changes: its scope is narrower, which allows the author to focus on individual lives, thus re-constructing in delightful detail the way of life of young 'undergraduettes' in British Universities during the late 19th/early 20th centuries (until 1939). The text is so fluid, the stories so touching and amusing, that the pages fly by; and the respect for education and for these extraordinary women is clear throughout.

Warm, funny, important - all in all, a delightful book!

Sunday, 17 June 2012

The role of exams in education

Studying for exams leaves me feeling intellectually drained, unable to entertain myself through my usual inner monologue formed by an endless succession of speculative questions connected to each other. That aimless mental wondering - strolling along wise ideas of past thinkers, suddenly finding insight in a strong turn of phrase, jumping from one idea to another by deduction, induction and analogy, sprinting wildly to a different area of knowledge, pausing to breathe and draw conclusions, climbing by supporting myself in my set of axioms and mental framework, reaching some new formulation of an idea that seems breathtaking and then dissolves into thin air, leaving an exhilarating dizziness - is one of my greatest playful joys, but it is at the moment impossible. The thought of exams, always at the back of my mind, acts like a straight jacket on my imagination and reasoning. I have to format my mind to certain types of question and straight, narrow, dim mental pathways, the ones required in exams. I force-feed myself revision topics and past papers.

Why? I can't really justify my own behaviour. I know time would be better spent exploring new, challenging ideas than drumming into myself things I already know, but I have a sense of duty in relation to school that acts as a brake on my mental energy. I wish I could be less of a perfectionist/ masochist in my relation to what I still perceive to be my job - actually, in relation to everything. On the other hand, this drive to succeed in whatever, even if rationally I know that pursuit is not important (connected to feelings of guilt if I don't), helps me reach goals that later make me proud and happy.

I hope that, in the following years, my work will be exciting and demanding, so that I feel an appetite for studying that is connected with increasing my knowledge of the world, instead of just being about performing according to expectations. I like liking to study, because I believe it is fundamental in gaining true understanding of reality, but this type of close-minded training is just a tedious wait for the moment when our work will be measured against standards of conventionality.

I am not against exams. I think that it is important for fairness that there is a way of levelling students nation-wide based on the same standards. Some people argue that, since we have different natural abilities, it is unfair to measure everyone in the same way. In my opinion, this doesn't hold: someone who is unable to do a somersault (like me) is simply not on the same level as an Olympic gymnast, even if the difference is due to natural ability. The abolition of exams wouldn't abolish differences between people, it would just lead to pretending they don't exist. But they do, and we must know what each individual is able to do (and how does his or her performance compare to others' in the same group) to choose people for specific roles they will take in society. 

What I do support is that the roles taken by people should not be determined by where they are born and how much money their parents have: fairness is based in giving equal opportunities to all, which implies a much, much bigger state investment in the education of people from disadvantaged backgrounds, and (of course!) a marked redistribution of income. I have no ideological objections to differences in natural features - actually, I believe a diverse society is healthier and produces more, because new ideas are usually the result of the confront of different perspectives. 

To put it clear: I think there should be exams. However, they are just a measuring instrument amongst others: they should never be seen as the ultimate goal of education. Maybe I am just a hopeless romantic, but I strongly feel that knowledge, an ability to think critically, to express yourself and to participate in the world are the point of education, and that its ultimate goal is giving freedom (and responsibility) to individuals, so that each is able to pursue happiness and contribute to society. 

This should never be forgotten, but unfortunately there is at the moment a tendency to see education as a path to exams, which are, in themselves, absolutely sterile. Consequently, both students and teachers become alienated and lose motivation. Obviously, this effect is biggest in students who had, due to social circumstances, less motivation to begin with. Therefore, in these circumstances, exams are an indirect factor of social exclusion. 

The general conclusion is that exams are important in evaluating people fairly, but that they should never be at the core of education - people and knowledge should, with the goal of producing a fair society of free individuals. In practical terms, this means less time should be spent in training students for exams by doing past papers or learning irrelevant details on specific topics; instead, students should be encouraged to fully understand what they are studying, to probe deeper, to ask questions and to look for answers in an independent and creative way.

The personal conclusion? I need to improve my ability to relax and put things in perspective, so that I can use my time in a more productive and healthier way. My priorities shouldn't be determined by an education policy with which I disagree.

Tuesday, 29 May 2012

Great journalism - Amelia Gentleman


I usually read the news on-line at the Guardian website. I like reading what is going on in the world from the perspective(s) of the left, and I appreciate the range of opinions you can find in that spectrum and the balanced, fair way in which issues are presented. Their in-depth articles are often illuminating, and contribute to an increase in social consciousness. In particular, I have recently been reading a series of articles on the fringes of society by Amelia Gentleman, winner of the 2012 Orwell Journalism Prize.

These are truly brilliant pieces of writing, with an enviable clarity of presentation and humanity in the treatment of difficult subjects. She never takes the easy, sensationalist approach; instead, she allows the reader to form his or her own judgement of the situations described and to understand the reality of people living in social exclusion. They make for an engrossing, often challenging, trip to the dark corners of capitalism, and they are a refreshing antidote to the (deeply wrong) majority view that the people who inhabit them are sub-human. I whole-heartedly recommend reading them thoroughly!


England riots: the personal cost 
Life in a Young Offenders' Institution
Behind the Scenes at a School for Troubled Youngsters
Benefit Fraud: spies in the welfare war
Disability Benefits: why the new tests are failing
Caring for the Elderly: a day in the rounds