1. The PESTALOZZI Programme 24-25 April 2014 - Council of Europe - Strasbourg, France The professional image and ethos of teachers – Why do we care, and what can it mean? Jón Torfi Jónasson, School of Education, University of Iceland jtj@hi.is https://notendur.hi.is/jtj/jtj@hi.ishttps://notendur.hi.is/jtj/ The professional image and ethos of teachers The conference will highlight the importance of education for preparing our youth for a life as democratic citizens in diverse democratic societies and for their personal development. Proposal for a Teacher Manifesto for the 21st Century Education for Change – Change for Education.

2. The agenda Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 2 The conference will highlight the importance of education for preparing our youth for a life as democratic citizens in diverse democratic societies and for their personal development. Proposal for a Teacher Manifesto for the 21st Century Education for Change – Change for Education

3. Who are we? Briefly about the group assembled. We come from different cultures, different sectors, and have (at least somewhat) different basic philosophies. Thus we don’t have the same perspectives, we understand terms or concepts differently and even if this was not an issue we will come up with different answers to the questions posed. But all of us want to constructively clarify the issues and contribute to a powerful edifying discussion and manifesto. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 3

4. The professional image and ethos of teachers – Why do we care, and what can it mean? The professional image and ethos of teachers – Professional image: We are professionals; we know what we want to do, we know why, we know how to do it, we know how to develop and engage in change and we are dedicated to our task as teachers or educators. And the above suggests our professional image with the underlying ethos: Ethos (dictionary): the distinguishing character, sentiment, moral nature, or guiding beliefs of a person, group, or institution. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 4

5. The professional image and ethos of teachers – Why do we care, and what can it mean? The ingredients of our professionalism explain why we care. Here we will explore some of these and the responsibility we accept by taking on the task. By giving us the task, society likewise must understand its responsibility vis-à-vis our working environment. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 5

6. Challenges in the manifesto Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink Teachers Teachers – key actors (for change in education) Teacher education Actions for change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 6

7. Challenges in the manifesto Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink Teachers Teachers – key actors (for change in education) Teacher education Actions for change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 7

8. Aims of education – challenges– rethink What is the role of education? Note here, the different levels of education (represented in the audience) – the different contexts (cultures). The modern discussion about methods, pedagogy, technology, evidenced based practice, assessment, testing, accountability, choice, PISA etc. etc. often ignores, neglects, or skirts around or marginalizes the issue of the role of education, an issue, that should be right at the centre of the discussion, being constantly clarified and elaborated on, and all the other issues should be derived from this in a transparent and understandable manner. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 8

9. Aims of education – challenges– rethink Thus we ask: On what basis do we determine our stance on accountability, testing, how schools should be run, the importance of different subjects being taught, what new tasks or subjects should be introduced, (and what material should be taken out), what new methods should be adopted, why we should introduce new technology, why we should be concerned about PISA, … … ? Why would we, for instance, be concerned with using the most recent technology or new sophisticated pedagogical methods to teach content that might be obsolete? (When is content obsolete?) It all depends on what education is for; what the purposes of education are, - of schools at the different levels. Have these changed and will they change? Who decides and who determines how it shall be done? Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 9

10. Aims of education – challenges– rethink Thus let us then consider the role of education. But as soon as we start, it becomes obvious why we want to move on to other issues; this becomes so (too?) difficult. Many possible points of departure, such as: Laws, regulations, declarations, … (not discussed further) Historical approach, the development of education, … Analytical frameworks ̶ referring to the individual, society, world of work, democracy; there are wide and narrow conceptions, … Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 10

11. Aims of education – Historical approach, the development of education … Curricular development – a powerful legacy Greek curriculum, Plato vs the Sophists – content and method, … Republic, books II and III; book VII, the cave – literacy, arithmetic, music, the education of character, for societal purposes, … Aristotle, education for democracy, for character, leisure, … Recent centuries The reformist emphasis on reading (egalitarian) The Enlightenment emphasis on reading, information and liberty (perhaps elitist?) The emphasis on secular socialization (egalitarian?) Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 11

12. Jón Torfi Jónasson Outdoor Education Iceland 2014 Development of competent creative individuals who participate in developing a just society Cultivating the roots, connecting to the past Coming to grips with the complex current environment, connecting to the present Dealing creatively with the challenges of the future Development of a society characterised by economic dynamism and reciprocal respect 12 Education – school?

13. Education of citizens, social formation, social control, Education - school Jón Torfi Jónasson Outdoor Education Iceland 2014 Enlightenment, freedom of thought, liberty, information Catholic, and later various reformist legacies, Pietists Formation of the current school, during the 18th, 19th or 20th centuries Sophisticated ideas about education, Comenius, Erasmus, Rousseau, Pestalozzi, Frobel, Key, Montessori, Freinet … School as a social equalizer Child in centrum, connection with the environment, Dewey New skills and attitudes PISA Human capital, education for work Organized leisure activities, outdoor activities Sport Musical education Miscellaneous arts New technology transforms the curriculum „New ideas“, Character and virtue education (Jubilee Centre), Biesta, Nussbaum, …Jubilee Centre 13 Democratic values, justice, inclusion – Pestalozzi Pr. Greek and Roman curricular legacy

14. Aims of education – Analytic approach … Respect the past, present and thinking about the future Or think in terms of the individual and the developing society Or both, and more? Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 14

15. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme Development of competent creative individuals who participate in developing a just society Cultivating the roots, connecting to the past Coming to grips with the complex current environment, connecting to the present Dealing creatively with the challenges of the future Development of a society characterised by economic dynamism and reciprocal respect 15 Education - school

16. Learning: The Treasure Within (1996) Proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 16 Learning to Be: The world of education today and tomorrow (1972) The Faure Report builds on the two key ideas of lifelong education and the learning society. It claims that “learning is a process that lasts a lifetime, both in its duration and its diversity”. While lifelong education is considered to be the cornerstone of educational policies, the learning society is seen as a strategy aimed at committing society as a whole to education. Rethinking Education in a Changing World Unesco 2013+ From Unesco From Unesco – 1972- 1996 -2013+

17. Where are we now within education? On balance? Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme How is the school system addressing the past, the present and the future? 17

18. Aims of education – The past I will pass on this important part of our current educational endeavour, except by noting that it is probably what we do best – on the whole. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 18

19. Aims of education – The present The world is (becoming) very complex and there are a host of current ethical, individual, social, financial, multicultural, environmental, technological, local, global, …. issues that urgently need to be addressed by the educational system. The point I want to make is, that there are ample reasons why we have constantly to rethink how we deal with our present within our system of education. Two examples: nature – and being social Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 19

20. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 20

21. Endless flow of new material; at least 5-10 thousand new books and scholarly articles related to education - every month. http://www.psychologyto day.com/blog/social- brain-social- mind/201310/are-we- wired-be-social Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme http://www.danah.org/books/It sComplicated.pdf New venues, overwhelming communication, virtual worlds, isolation, alienation, new ethical and social class issues. 'We're losing the raw, human part of being with each other' One example: School and issues of social communication 21 “our institutions — from schools and sports teams to the military and health care institutions — would perform better if they were structured with an understanding of our social nature. Some day, we will look back and wonder how we ever had lives, work and schools that weren't guided by the principles of the social brain". xx

22. Aims of education – The future The world is moving (developing?) fast – along many dimensions and we have to decide to what extent it is the role of education to prepare (young) people to become partners in creating it, shaping it, and be competent in dealing with the challenges it presents. The point I want to make is, yes, we should definitely have this as a major aim of our system of education but then we have to tackle at least three classes of problems: 1)Serious misconceptions about our knowledge of the future 2)How much there is to know and how difficult it is to assimilate it 3)Inertia to change outside and within the system and a lack of knowledge about change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 22

23. Aims of education – The future 1)Serious misconceptions about our knowledge of the future There are many things we cannot predict - but there are still many things one can predict and thus there exists potentially a lot of knowledge about the future. This knowledge can be used to rethink our educational task. We know, for instance, how fast many things change (and also what is not changing!). 2)How much there is to know and how difficult it is to assimilate it Because of the enormity of ongoing change along many dimensions it becomes more and more difficult to follow and appreciate the developments, the affordance they offer and the challenges they present to education. Too many people are mostly oblivious to the changes taking place. 3)Inertia to change outside and within the system and a lack of knowledge about change There are a host of good or valid reasons not to change; there are also many reasons traced to vested interests or systemic inertia. A culture of change which recognizes (even respects) these problems and deals with them is lacking. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 23

24. An example of exponential growth Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 24

25. Staðan tekin Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 25

26. Nearly half of US jobs could be at risk of computerization, in the next two decades,, a study from the Oxford Martin Programme on the Impacts of Future Technology suggests.studyOxford Martin Programme on the Impacts of Future Technology

27. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme Replaced by robots? Submitted by FHI_admin on Fri, 14/03/2014 - 01:00 Will your job be vulnerable to automation? See our Oxford Martin Seminar by Carl Frey and Mike Osborne. http://www.futuretech.ox. ac.uk/replaced-robots 27 Changing Global Environments Sustainability issues Jubilee Centre for Character and Virtues http://jubileecentre.ac.uk/userfiles/jubileecentre /pdf/other-centre-papers/Framework..pdf http://jubileecentre.ac.uk/userfiles/jubileecentre /pdf/other-centre-papers/Framework..pdf https://theconversation.com/schools-can-teach- character-but-what-sort-of-person-do-we-want- to-produce-23201 https://theconversation.com/schools-can-teach- character-but-what-sort-of-person-do-we-want- to-produce-23201 Character education

28. Aims of education – challenges– rethink Climate changes and their consequences Populations expansion and its consequences Use of resources Social tensions and upheaval Social dynamics, changing demography Social dynamics, changing microstructures The nature - urban rift Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 28 Growth in scientific knowledge and its application Technological advances and their applications The developments in labour markets Volatility in labour markets Making basic education responsive to these developments The LLL imperative

29. Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink From the above, I want to conclude that within the arena of education there is a world to rethink – and it should be done. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 29

30. Challenges in the manifesto Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink Teachers Teachers – key actors (also for change in education) Teacher education Actions for change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 30

31. Teachers Teaching is a profession which must be empowered by a purpose and competence, which in unison create its identity. Teachers must also be encouraged to act, inter alia to continuously develop their practice. This is, however, more complicated than it appears at first sight; the purpose of education needs to be seriously and urgently reconsidered, the modern competences should probably be very different from what tradition has defined, and there are serious interest and identity conflicts within the field. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 31

32. The culture of change. How it must be nurtured and understood Among the most important considerations for the education system is the notion and culture of change, - some change outside schools occurs very fast and should be taken much more seriously than hitherto within the field of education. Dramatic technological developments, with a huge potential impact on teaching, are only one face of this change. The role of education is changing, so are its cultural and social settings, e.g. the ingredients and culture of the labour market, but changes occur also along other dimensions. The ethos, content, tools and operations of education and also the expression of its aims should be changing much faster than is generally accepted; much of the change outside the schools is accelerating at exponential rates, this includes the students themselves. The culture of change also demands thorough understanding of the enormous resistance to change (often quite legitimate) among important vested interests held by the stakeholders moulding the system. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 32

33. Challenges for the teacher Reflecting on the responsibility of being a professional Determining the aims - elaborating on the aims Determining his or her role in making the substantive decisions Determining the way to act, the modus operandi – In particular involving the students and dealing with their diversity Dealing with external partners and challenges, e.g. the p-s, parents, PISA, politicians and being a professional Creating the knowledge and space for change Dealing with “Rousseau’s dilemma” Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 33

34. Reflecting on the responsibility of being a professional We are professionals and we know what we want to do, we know why, we know how to do it, we know how to develop and engage in change and we are dedicated to our task as teachers or educators. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 34

35. Challenges for the teacher Reflecting on the responsibility of being a professional Determining the aims - elaborating on the aims Determining his or her role in making the substantive decisions Determining the way to act, the modus operandi – In particular involving the students and dealing with their diversity Dealing with external partners and challenges, e.g. the p-s, parents, PISA, politicians and being a professional Creating the knowledge and space for change Dealing with “Rousseau’s dilemma” Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 35

36. Challenges for the teacher Dealing with “Rousseau’s dilemma”: What is the teacher’s task? Young teacher, I am setting before you a difficult task, the art of controlling without precepts, and doing everything without doing anything at all. … Take the opposite course with your pupil; let him always think he is master while you are really master. (Rousseau, Emile, Book II, 1762).Book II It is, accordingly, a much more difficult task to work out the kinds of materials, of methods, and of social relationships that are appropriate to the new education than is the case with traditional education. (Dewey, Experience and Education, 1938).Dewey, Experience and Education, 1938 Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 36 Creating the knowledge and space for change The professional teacher has to take the lead in sustained educational change or development and must thus have the knowledge, competencies, and space to do so. (In line with Hargreaves and Shirley’s The Fourth Way: The Inspiring Future for Educational Change, 2009).

37. Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 2013: Teacher Quality 2012: Teaching and Leadership for the 21st Century 2011: Improving Teaching Quality Around the World 2011 Building a High-Quality Teaching Profession Lessons from around the World 2012 Preparing Teachers and Developing School Leaders for the 21st Century Lessons from around the World 2013 Teachers for the 21st Century Using Evaluation to Improve Teaching MacBeath, John (2012) The Future of the Teaching Profession, 2012. The Future of the Teaching Profession International Summit on the Teaching Profession Organised by, inter alia OECD, and Education International (the global federation of teachers' unions) A teachers’ manifesto for the 21st century Teacher education for change: The theory behind the Council of Europe Pestalozzi Programme 37

38. Massive documentation related the development of education Examples of OECD studies Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme Against the Odds Disadvantaged Students Who Succeed in School, June 2011 Untapped Skills Realising the Potential of Immigrant Students, July 2012 Grade Expectations How Marks and Education Policies Shape Students' Ambitions, Dec 2012 Education Today 2013 The OECD Perspective, Dec 2012 Closing the Gender Gap Act Now, Dec 2012 Connected Minds Technology and Today's Learners, July 2012 Art for Art's Sake? The Impact of Arts Education, June 2013 38

39. Challenges in the manifesto Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink Teachers Teachers – key actors (for change in education) Teacher education Actions for change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 39

40. The timeline of teacher education and education Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 40

41. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 41 A schematic diagram indicating the way many people think (implicitly) about education, accepting a relatively sensible description for the 1950s It is suggested here that a much more appropriate description or conceptual framework would be (note we are hinting at 5 x 20 year periods):

42. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 42

43. Three grand challenges for teacher education Aims or purpose. We should concern ourselves with the aims of education, what they are and how they may change. Only thus can we determine who should have the task of educating our teachers and what is their task or mission. Professional development. We must move the focus of the debate and the system of teacher education, from pre-service to in-service, where the latter is gradually allowed to subsume the former. The culture of change. The culture of deliberate, informed and creative development must characterise our schools and thus our endeavours. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 43

44. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 44 The discipline The discipline as a school subject General didactics Discipline didactics PCK Teaching in schools School based education Educational studies, + inclusive school, individualised teaching, motivation, (Educational?) Research orientation (New) skills Future orientation Technology and its implications Schools as institutions, professionalism Aims of education New disciplines, new tasks; multiculturalism, democracy, … The content of a teacher education programme Professional development

45. Challenges in the manifesto Aims of education – challenges– rethink The Challenges of our global environment The world of education – a world to rethink Teachers Teachers – key actors (for change in education) Teacher education Actions for change Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 45

46. Action for change Move forward Does not necessarily mean discarding the old and adopting something new Take note of the values proposed by Plato, Aristotle, Erasmus, Pestalozzi, etc. etc. … in different cases related to virtues, character, empathy, social formation, …. But it requires serious thinking about what is important, and why and how to achieve it in different settings; see e.g. the Pestalozzi program promoting “democracy, respect for human rights and dignity and the rule of law” - or Character education from the Jubilee Centrum. Character education The manifesto The current task at hand Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 46

47. The professional image and ethos of teachers – Why do we care, and what can it mean? We care because we have chosen the profession of being educators and accepted the professional responsibility for this foremost public enterprise within our society. It means that we understand the professional obligations inherent in the task and expect to be given the space to carry it out in an open forum. Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 47

48. Thank you Jón Torfi Jónasson April 2014 Council of Europe Pestalozzi Programme 48