RSA Education Seminars Report

An interpretative report by:Professor Harry Torrance and Professor Maggie MacLure

Education & Social Research InstituteManchester Metropolitan University

RSA invitational seminars:

‘The Social Brain and the Curriculum’ and‘The Curriculum and the Agency of Young People’

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Contents

Summary

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Introduction

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Seminar 1: The Social Brain and the Curriculum

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The Social Brain......................................................................................................................................5

Web 2.0....................................................................................................................................................6

Classroom Dialogue...............................................................................................................................7

Discussion.................................................................................................................................................7

Commentary............................................................................................................................................8

Seminar 2: The Curriculum and the Agency of Young People

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Thinking about Curriculum.................................................................................................................10

Definitions of Agency...........................................................................................................................10

Curriculum, Pedagogy and School Organisation...........................................................................11

Developing Citizenship........................................................................................................................13

Discussion...............................................................................................................................................14

Commentary..........................................................................................................................................15

Emerging Themes and Future Possibilities

..................................................................................16

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Summary

Many recent academic and policy publications acknowledge frustration with the rigidity of the existing National Curriculum, and its failure to adequately engage all pupil groups.Key reviews have suggested radical changes to the primary curriculum, and variouscommentators argue for extension of such radical reflection to the secondary curriculum. The RSA invitational seminars on the future of the National Curriculum sought tocontribute to such debates, seeking to incorporate new thinking from other disciplines,including recent research in neuroscience, discourses around democracy and voice, anddiscussions about the future of the school curriculum. The key questions underpinning the two sessions were:

How could a different, fundamentally social understanding of the brain,change the way we think about the curriculum? And, What does a curriculum that is designed explicitly with young peoples’ agency in mind look like?

The seminars provided a forum for innovative cross-disciplinary debate, and stimulatedfurther questions for curriculum research.Key issues emerging from the two seminars included:

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The importance of unconscious brain activity: we are not aware of most of thethings that we do.

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The brain’s sociality: the brain’s constant orientation to others and the creation of meaning through brains interacting, rather than through the operation of individual internal cognition;

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The importance of empathy and altruism in decision-making and theimpossibility of trying to separate the emotional from the rational;

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The plasticity of brain structure and the importance of practice for structuring the brain through activities, in pursuit of expertise;

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The potential of interactive Web 2.0 technology to radicalise curriculum offers, interms of access/location (beyond the school) and relationships (potentially collaborative and non-hierarchical);

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The importance of developing qualitative measures of collaborative learning anda wider range of learning outcomes;