‘A Quaker view of knowledge would focus on methods of inquiry, which are often subject-specific.’

Anne Watson on Quaker values in education

In the Quaker Values in Education (QVinE) group we grapple with the question of whether there is anything about educational values that is specifically Quaker. During the twentieth century our thinking on education was in line with other so-called ‘progressive’ ideals. While there were Friends among the leading thinkers, only the use of silent worship in schools could be labelled as specifically Quaker. More recently several campaigns have encouraged a focus on values, restorative justice, peer mentoring and the use of silence. Many Friends have been involved in the growth of these movements. They are not specifically Quaker, largely sharing a humanist perspective, but Friends can attach themselves to these developments with integrity. I do believe, though, that there are some themes that are specifically Quaker.

Firstly, our testimonies come as an indivisible package. They are not separate values from which teachers might pick and choose. Each aspect depends on the others. There cannot be peace without justice, nor justice without equality, nor equality without love, nor love without integrity, nor integrity without truth, nor truth without sustainability, nor sustainability without simplicity. For example, being values-led in a Quaker way would not be achieved by having ‘honesty’ as a school theme while acting only punitively about difficult behaviour. Nor could such a school promote peacefulness while enabling army recruitment.

Next, we have a special way of thinking about truth. Truth is not only honesty, it is a search for coherent, experiential meaning. In our searching we reflect on experience and, more than that, we join with others in order to contact truth. We can live with uncertainty. In the current ‘knowledge-rich’ curriculum, knowledge refers largely to western/white/male-sanctioned knowledge that is testable and tested and is assumed to provide a national cultural norm. A Quaker view of knowledge would focus on methods of inquiry, which are often subject-specific. The shared culture becomes one of questioning, seeking and being prepared to change our minds and actions.

Finally, we have a special view of childhood. Children are not born in original sin as unshaped beings into whom knowledge, culture and morals have to be inserted, but are born in grace as people of equal value, deserving equal respect. This has educational implications. It means that equality goes hand in hand with active inclusion, listening with integrity, and genuine respect. Childhood is not an opportunity to push children into conforming to some norms of behaviour and received mindsets, but times for adults to learn to listen, to interact, to explore, and to offer those skills, along with their own wisdom, to young people. We hold these views not as educational fads but as the sacred duties of older people who themselves have to be flexible, recognise when they need to change, and provide the means for change.

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