Meeting for Sufferings: Quaker values in education
'Quaker values in education' was a main theme of Meeting for Sufferings
A major theme of Meeting for Sufferings, held on Saturday 7 December at Friends House, London, was that of ‘Quaker values in education’. Friends were ‘making a start on a very broad and complex subject’ and the aim was to see what support ‘we might give to those involved in education’.
Extensive background information was provided. It included a number of background papers that looked at the history of Quaker involvement in education, work done by Quaker Peace & Social Witness, and what it meant, in an educational context, to say that ‘Quakers believe that there is that of God in every person’.
Friends were also provided with a wide-ranging paper prepared by West Cumbria Area Meeting that explored how they felt ‘current policies and practice in maintained education in England conflict with our testimonies’.
David Day, a retired teacher, introducing the subject, said that government policies and funding cuts have placed enormous pressure on teachers, children, their families and school governors. Rose Oliver, a primary school teacher, talked about how she brought her Quaker values and beliefs to her work. Friends then broke up into small groups to discuss the concern.
In the session after lunch Friends responded to the background documents and the small group discussions. They also offered their personal experience.
Quakers, a Friend suggested, would benefit from ‘aligning themselves with other groups’. He questioned what was ‘specifically Quaker’ about values that were now widely shared in education.
There were, a Friend believed, specific issues that Quakers should be highlighting, such as peace and militarisation in schools.
A Friend stressed the importance of two words: partnership and affirmation. He said that while there was much that was wrong in the present system there was, also, a lot that was good.
Several Friends shared their personal experience and opinions on the teaching of Religious Education (RE) in schools. It was an important area and one where Quakers could make a contribution. Friends were encouraged to participate more in the Standing Advisory Council for Religious Education (SACRE).
A Friend, who had been a teacher and also worked as a school inspector, felt that while most teachers believed in the values expressed, they faced a real problem: hanging on to them.
Quakers, it was suggested, could make a contribution by becoming school governors. It was a leadership role and a practical way to make a difference.
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