The teaching of facts has long had a rather negative reputation, from Gradgrind in Dickens’ 1854 Hard Times (‘Now, what I want is, Facts. Teach these boys and girls nothing but Facts’) to the prevalent metaphor today: ‘spoon-feeding.’ The image is of foisting undesirable ideas into young, unformed minds is useless at best, harmful at worst.
When people I hugely respect in education come to Michaela, their fears about our school are often linked to this understanding of facts. ‘What will happen,’ they ask, ‘when the kids go to university, if they have just been spoon-fed facts?’
I reassure visitors that we don’t, in fact, teach our children ‘nothing but Facts’ a la Gradgrind (our children do a lot of whole-class discussion and independent writing). But it is true – we explicitly teach facts in a way, and for a proportion of teaching time, that few other schools do.
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