Education’s culture of overwork is turning children and teachers into ghosts


Melissa Benn, The Guardian, 17 April 2014.  – If schools slowed down and focused on a deeper kind of flourishing, they might be more productive. A new report describes the institutionalised infant, a whey-faced creature, stuck in school for 10 hours a day, the child of commuting parents possibly, wandering from playground to desk to after-school club without real purpose, nodding off through boredom and fatigue. The wonderful movement for “slow education” stresses the importance of process over pushing, quality over endless quantifying … it fosters intensity and understanding and equips students to reason for themselves. Time to think, time to laugh, time to potter, time at home, time along – all these should make a comeback in pedagogical and human discourse.  Read the article here