Time was when the building-blocks of education were the three ‘R’s — reading, writing and ‘rithmetic. They still are, but I think the time has come to supplement them with the three ‘H’s — a sense of history, a sense of humour and a modicum of humility.
You cannot have failed to notice how many people take their idea of history from the visual media. The presentation of Thomas Cromwell as hero in the televised version of Wolf Hall may strain the credulity of some, but Mark Rylance acts so well and is so convincing that I’m sure many will have concluded that Cromwell was basically a nice man, fond of his wife and children, and cruelly ill-used by villains like Thomas More. What about the systematic re-writing of history to be found in Jihadist videos? Or the thousand and one other portrayals of historical events and processes subtly coloured to argue a case or to interpret a past world through the lens of the present (think Downton Abbey, for example)? History is not an exact science, but it requires tough thinking and careful assessment of evidence. It is also multi-disciplinary. I’m sure it would help us not merely to read but also to decide what is worth reading in the first place (apologies to Trevelyan). I therefore suggest it should be the first addition to the three ‘R’s.
My second would be humour. You have only to look at Social Media or the pages of an online newspaper to see how many people have become so literal-minded that they fail to register that not everything is said or done with the same level of seriousness. Just as a sense of history gives a feel for period and the development of ideas, so a sense of humour is a great help in interpreting the words and actions of others. I’m not sure one can teach humour, but I think it would be worth a try.
Finally, I come to humility. It is no accident that today we read the twelfth step of humility in the Rule of St Benedict and find that humility — true humility — should be our constant disposition. I think sometimes we can exaggerate our own ability to solve problems or cure ills. If we did indeed have the solution to the world’s problems, the world would be beating a path to our door, but as it manifestly isn’t, perhaps we could pause and ask ourselves do we know all the facts, have we considered all the implications of such and such a course and, perhaps most important of all, are we in a position to judge?
Regular readers will know I have written this with a smile, but also with a grain of seriousness. How we approach the world, how we interpret the words and actions of others, how we manage to convey ideas of our own, matters. Get it right and there is peace and plenty. Get it wrong and there is war and division. Education plays a key-role in determining outcomes. As technology changes the shape of traditional education for ever, it is certainly something I’d urge thinking and praying about.