The name is absent

School A 21.5.82

^ss2 ..... You  see exploring with the children

what their situation is involves a relation-
ship between the teacher and the pupils and
the way the teacher sets things up is going
to have a great effect on what the child is
able to explore - what they feel able to bring
into the class. I mean I think in a practical
world that's true, maybe not in an ideal world.
In a practical world it's very hard to get
that situation. You can't ever get children
to - youhave to feed something, haven't you,
in to stimulate the child .....

There's always going to be a certain amount
of indoctrination - if you take these aims
then everyone's going to see them in a differ-
ent light even if you agree with the aims
of what people are going to be like at the
end - you're never going to get there because
everyone at the beginning has a different
viewpoint of what the virtuous person is.

School A 21.5.82  P7∕8 tiv

SS2 ..... That' s what I mean - what the teacher

brings - like what he thinks the child's
identity is and what education should do with
identity. I think the conflict will be very
big amongst teachers who nevertheless would
agree on John White's aims -

Yes, one step further back - Chris Searle

(1975) coming to the classroom with that topic

some people would say that's irrelevant to

the exams in three years -

SS2 Well yes, that’s quite another thing, isn't

SSl It’s the decision of even to talk about the
Falkland Islands because that’s irrelevant.

I mean I can’t imagine in School A anyone
thinking it should be in say III year history.

The way that’s presented I would think there
would be quite a lot of conflict, discussion,
dialogue of how you present the Falkland
Islands between say History and Social Studies
and the English teachers for that matter.
So isn’t it when you get to that level where
the debate starts in a way.

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