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Eton Journal for Innovation and Research in Education ETON JOURNAL FOR INNOVATION AND RESEARCH IN EDUCATION ISSUE 5: HUMAN FULFILMENT AND THE AIMS OF EDUCATION| JUNE 2021 Eton Journal for Innovation and Research in Education Published by The Tony Little Centre for Innovation and Research in Learning Eton College © Eton College 2021 Tony Little Centre c/o School Office Windsor SL4 6DW @Eton_CIRL https://cirl.etoncollege.com – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – EDITORIAL 03 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – GUEST EDITORIAL: HUMAN FULFILMENT AND THE AIMS OF EDUCATION 04 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – LEARNING HOW TO LEARN AND WHY KNOWLEDGE IS NOT ENOUGH 07 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THE PURPOSE OF EDUCATION AND HUMAN FULFILMENT: BECOMING CRITICAL THINKERS 08 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THE PURPOSE OF EDUCATION AND HUMAN FULFILMENT: THE NEED FOR FOSTERING WELL-BEING AT SCHOOL 09 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – WHY WE SHOULD TEACH PUPILS HOW TO DO NOTHING 11 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – CAPTURING HEARTS BEFORE MINDS: AN AUGUSTINIAN APPROACH TO CHARACTER FORMATION 13 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – HOW OUR CONCEPT OF EDUCATION HELPS OR HINDERS HUMAN FULFILMENT 15 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – SOCIETY, EDUCATION AND HUMAN FULFIMENT 18 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – CAN TEACHERS LEARN ANYTHING FROM VIDEO GAMES? 21 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – STUDY THE ARTS FOR THE SAKE OF HUMAN FULFILMENT 24 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – MAKE IT STICK: LEARNING AS EDUCATION’S PRIMARY AIM AND HUMAN FULFILMENT 26 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – ENHANCING PUPILS’ MOTIVATION TO LEARN LANGUAGES: THE ROLE OF LINGUISTICS AND CREATIVITY IN THE MODERN FOREIGN LANGUAGES CLASSROOM 28 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – WHAT CAN SCHOOLS DO TO BETTER SUPPORT PUPILS’ FLOURISHING? 31 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – DIGITAL TECHNOLOGIES & THE POWER OF ONLINE CELEBRITIES 34 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – DEVELOPING AN ECOLOGY OF FLOURISHING IN EDUCATION 36 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – A MULTI-TIERED SUPPORT FRAMEWORK TO PROMOTE FLOURISHING 39 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – TEACHER PROFESSIONALISM AND SELF-FULFILMENT DURING THE COVID-19 PANDEMIC IN THE UK 43 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – A BOLD VISION TO ADVANCE RACIAL EQUITY AND PREPARE UNDERSERVED YOUTH TO THRIVE IN WORK AND LIFE 45 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – SHOULD A LIBERAL EDUCATION BE REPRESENTED IN ENGLISH LITERATURE SYLLABUSES? A CASE STUDY USING THE TAMING OF THE SHREW BY WILLIAM SHAKESPEARE AND THE TRAGEDY OF MARIAM, THE FAIR QUEEN OF JEWRY BY ELIZABETH CARY 50 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – EMOTIONALITY AND TEACHING, FROM POLICY TO PRACTICE: TIME FOR EMOTION AND FEELING, TIME TO CONNECT, AND TIME FOR TEACHING WITH HEART 53 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – COMBINING NEUROLOGY AND PHILOSOPHY TO REINVENT ENGLISH ESSAY WRITING 55 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 02 EDITORIAL Iro Konstantinou | Editor Covid-19 and its possible long-lasting impact on education The next section includes a series of articles which provide has been covered widely in various publications. Indeed, practical examples and insights of how schools and teachers our previous journal issue debated what we can learn from promote human fulfilment in their contexts. Blair Murray Covid-19 to ensure schools can come out of this stronger Cusati outlines teaching and learning techniques we can to the benefit of students. This journal issue takes the adopt from video games to promote effective learning, discussion a step further and we are hoping to re-imagine through the development of player identity, the provision education through reflecting on what the aims of education of information ‘on demand’ and ‘just in time’, and the use are and how it can contribute towards human fulfilment. of ‘sandboxes’ (in video games this is practising something, There is a growing body of academics and educators like an initial introductory tutorial). Anna Spellman argues for working in the space of human flourishing, education the importance of arts subjects in education, particularly which promotes happiness, and character education, because of their role in human fulfilment. Peter C. Brown, all of which link to the idea of how education can ensure Henry L. Roediger III and Mark A. McDaniel draw upon students fulfil their potential during and after their education. their groundbreaking work in the science of learning to This journal issue forms part of this wider discussion, argue that learning how to learn is a fundamental aim of and the contributors come from and draw upon several education and is important for human fulfilment. Beatrice disciplines and theoretical standpoints. Parolin illustrates the importance of language study for promoting multilingualism, as well as several other benefits. Our guest editor, Jonathan Beale, provides an overview of Al McConville, Christina Hinton, and Matthew T. Lee point several theoretical perspectives on and practical responses to the importance of humour, gratitude, and kindness to to what the aims of education are. Discussing the work of promote flourishing in school communities. the Jubilee Centre for Character and Virtues, the field of positive psychology, Abraham Maslow, UNESCO, and the Matthew Dennis argues that the power of digital Harvard Human Flourishing Program, and their definitions technologies and social media can be harnessed for the of what education should do to enable students to flourish benefit of young people. Lynn E. Swaner and Andy Wolfe and experience fulfilment, Beale sets out some of the discuss the ‘Flourishing School Culture Model’, based on theoretical frameworks which are explored in this issue. five interacting domains: purpose; relationships; learning; Following the guest editorial, three Eton College students resources; and well-being. Kristine E. Larson and Amrita in Year 12, Zachary Marinov, Cees Armstrong, and Maxwell Chaturvedi present their multi-tiered support framework DeLorenzo, set out their responses to what the aims of for promoting flourishing in schools, and use this to put education should be, drawing on their experiences as forward practical steps schools can take to promote current school students. flourishing. Daniel Langley argues that a re-imagined teacher professionalism can lead to an increase in motivation, Daniel Soars argues that schools need to focus more on respect and self-esteem among teachers, which can in teaching students that they do not need to ‘do’ anything turn support teachers’ sense of self-fulfilment. James L. in order to be accepted and valued as persons and have Ritchie-Dunham, Wayne Ysaguirre and Hardin L. K. Coleman a fulfilling life. In light of this, Soars argues that schools present their vision to advance racial equity with a model should teach students how to do ‘nothing other than what focusing on children, teachers, families, and public narratives. they are doing’ and how to enjoy doing ‘nothing in particular’. Naishal Patel gives an example of the importance
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