Ethos

My Educational Ethos

The essence of the pedagogy of my Trust might be termed a form of humanistic education. This means that the education is based on the student to enable the fullest development, (rather than the imposition of a body of knowledge with no consideration as to the aptitudes or needs or state of being of the student). And whilst the teacher and the Trust has a certain ethos, precepts, outlook, values, and philosophy, the student is not expected to blindly follow these- but is encouraged to understand, appreciate and absorb them in order to enhance their own skills for life and stake in society.

Humanist education in the context of which I write and teach should not be confused or linked with any other organisations, movements or philosophy which seek (for example) to promote atheism, or non-secular philosophy, or political reform or change of society. Humanistic education for me is specifically the pedagogic approach to understanding how best the individual human can grow and flourish via education to better enrich the individual and society.

At its core humanistic education is a humane approach to education that helps students believe in themselves and their potential, encouraging compassion and understanding, and fostering self-respect and respect for others. It is thus an ethical approach to enable the individual to contribute to society, unleash their full potential and enrich both themselves and their community. As I have often said: with rights go responsibilities and thus empowering the student to believe in their duty to society and the planet and in their own self worth and role is essential.

This being said a goal of the Trust is also to impart both knowledge and skills, as well as ethics and morality. Humanistic education traditionally disregards all aspects of testing and grading and relies solely on student self-evaluation. My approach is somewhat different in that because of what we teach and what we seek to offer and enable the student,  specific skills are there to be attained and knowledge to be absorbed to enable students self-confidence and self-mastery. So I do not totally disregard aspects of attaining standards, or grades or some element of testing for if undertaken in the context of humanism these too can aid the progress, self-actualization, attainment, and self-confidence of the student.

Overall then, the goal of my educational ethos might be said to strive to enrich the individual by (i), strengthening their individual potential, (ii) bringing forth aptitudes; (iii) enhance social, communication, leadership and teamanship skills, (iv) improve career prospects, (v) strengthen their stake in society and (vi) empower them with citizenship values and pride.