How we learn and what makes us tick

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By Josh Mazas, 6.2

I wanted to share some thoughts on what I have personally found make people act the way they do, with a touch on how great a Bedalian education is.

When I say “what makes us tick” I mean the most basic subconscious motivators. Not for example, money, power, or because mum tells you to. These are important, but they apply individually, and I would be more interested in the factors beneath those – in those that apply universally.

Also, I’m only at the very initial thoughts on what I think is education and behavioural studies. In fact, most people would usually stand up and tell the audience why they’re qualified to talk on education and behavioural studies… I’m not qualified to do anything much. I have however, been at this school for a decade now, well over half of the 14-odd years I’ve spent in education. And what I wanted to do was just share a personal fascination that I think was born of going to a school that aims to be slightly different – questioning the status quo.

A few years ago, after some deep soul-searching, I diagnosed myself as a compulsive people-watcher. I find watching the infinitely varied way in which people behave and trying to understand why, fascinating. So to start with, I will spend a bit of time talking about a four-year-old friend of mine, Badger.

Badger: 1. Valorisation

The great thing about kids is that they are psychologically untouched. They don’t have any of the complexities or self-awareness of an adult that comes from scepticism and experiences and growing up, and so when I’m people-watching, it’s like their actions are a clear window into their mind-set.

Well, a couple of weekends ago I spent some time watching Badger interacting with his natural habitat at Common People music festival with his parents and all the other people we were working with. The first evening he stood on the circle of logs around the campfire and jumped from one to the other, and when he did a particularly big jump, we cheered him, which I can tell you made him very happy. The next evening he went back to the logs and did some jumping, but this time he looked at us expectantly, clearly waiting for the applause that his daring feats of acrobatics deserved. Which of course, with his chubby cheeks and bright blue eyes, he got.

As I was watching, I was struck by how much of the time, we do things because people tell us they have value, when in the larger scheme of things, they are about as significant as Badger’s hops. It was clear to me that the really basic reason that Badger was doing his hopping (which can be transferred to many other things we do) is for one of three basic reasons, the first of which I would call ‘valorisation’.

The concept is very simple. Throughout our childhoods, if we have good parents and peers who support us emotionally, then we are applauded for certain things: academic, creative and sporting feats, altruistic behaviour and generally what we think of as those acts that have ‘value’.

It’s funny, because this idea of value is completely arbitrary: we think of an action as having value if it’s worth doing. And we do stuff because we feel it has value. This tautology means that, to an extent, goodness is trained into us: we say that we inherited the creative/sporty/maths genes from our parents, but I think it’s more like our parents applaud traits they find in themselves, and thus you are subconsciously trained to be like them, with no genetic predisposition.

Anyway, when I consider the basic reasons that make us do things: work hard; be friendly; eat your greens; I think it stems at its most basic level from this idea of valorisation. Which means that although we don’t think of ourselves usually in this way, we are each individually programmed by our parents’ conscious and subconscious valorisation, as well as the valorisation we receive from our surroundings. But of course, that’s not where all our ‘ticking’ comes from.

Badger: 2. Copying and integrating

Back to Badger. The day after his log-jumping Olympic gold, Badger was following his mum Kate around, and she was walking round the campsite just dancing to the reggae-dub that was playing on the mainstage, so he started bopping with her. It was interesting because he initially watched her carefully, trying to replicate her exact movements, until the moment of realisation that her incomprehensible spasms were actually linked to the beat that was incessantly playing. You could see the comprehension as we went from dancing completely out of tune, to focussing inwards and rocking to the music with much happiness, jamming along with glee and pride, bigger and bigger moves… until he whacked his head on one of the poles.

Poor Badger.

The next basic motivator then, I thought, was clear throughout much of the animal kingdom; especially monkeys, and it was simply: copying. As an evolutionary mechanism, it makes a lot of sense, you copy your peers or people you aspire to be in order to learn from them, and improve yourself.

This is actually a vital part of initial learning, until we learn to think for ourselves, which is why you have to be super careful about what you do or say around kids. They are incredible at picking up on what you do and copying you. Without their talent in this field we wouldn’t be able to learn to speak, or eat, or any very basic communication skills.

You can also see it subconsciously in large groups of people, shoals of fish, and young Tory voters. “My parents are Tory, I’ll vote Conservative”. It’s amazing how much more likely you are to dance if other people are dancing, this feeling of copying people so as not to be different, to blend in, be part of the crowd is something we all experience, and isn’t always positive.

Anyway, so I think you’ve probably grasped quite easily the first two obvious factors of motivation: valorisation and the innate urge to copy. The third one is my favourite, and I think that between these three you can argue that they cover all the things we do in our lives, in general.

Badger: 3. Wonder

This is the last time I will mention Badger: when I woke up on the last day of the festival, I found him sitting on a stool, pouring water very gently over this little spider web and seeing how it made little droplets that sparkled in the about 11:30 sunshine. He was completely enthralled, and 100% focussed, as he was when dancing or log-hopping. It was wonderful to see.

I took the liberty of joining him in his experiments, and for some brief moments felt the same wonder at seeing the water trickle over such a delicate structure without breaking it.

Although I’m pretty certain Badger wasn’t engrossed specifically by the tensile strength of natural fibres; I thought it was clear we both felt an urge to experiment; to explore our own capabilities; to find out about the world and how it worked. I would argue that it’s the same instinct that makes people want to study at higher education, or take a course in some long-lost art, or climb K2 (the most dangerous mountain in the world to date I believe).

On reflection, I wondered again about the evolutionary perspective on this final factor, and I thought that it was deep down probably linked to fear. Fear is arguably our most innate sensation, all animals have it and it helps us to survive. When discovering something or doing something new, whether physical or mental, you gain knowledge or strength or a skill. This we can essentially call a ‘strength’. Every time you gain a strength, you feel better prepared to survive in a world that is quintessentially frightening. You feel, every time you embark on a discovery, a sense of self-betterment, which is why we have this built into us.

This is my favourite factor, as I said, because it serves us better than the two other factors. If someone tells us to do something, or just simply does something, we are initially at an advantage if we do that thing; but in a more developed world it is absolutely vital to curate and encourage the third factor, which I would like to call innate curiosity.

Bedales

Finally, a couple of quick words about Bedales. Although you may not agree, I think the wonderful thing about this school is embodied in how it approaches the three factors I have just discussed.

Firstly, the incredible amount of valorisation by the teachers is perfect for creating a self-confidence in the student body, a pride in one’s own abilities and also a willingness to do what is good, since we valorise things such as hard work, appreciation of self and others; respect; work of each for weal of all etc. I have a friend who was badly bullied before he joined, and remember vividly how he cried on his first day – such was his lack of confidence. However, through constant support and valorisation, he is now not only proud of his achievements, himself and his beautiful girlfriend, but also feels prepared emotionally for whatever is coming in the next few years.

However, in terms of the second motivator (copying), we find Bedales’ ethos rebels slightly. Bedales is a great advocate of individuality. Which precisely rejects that innate urge to do like everyone else and copy blindly until you understand why. The problem with the second motivator in our contemporary society is that much of what people do is pointless; due to the speed at which attitudes and cultures and even simply geographical positioning changes. In my opinion this is an excellent way to create ‘intelligent thinkers’; people who surpass their basic internal forces to rationally consider their options before doing them. Again, I would say Bedales has struck gold.

Finally, and I’m sure you know what I’m going to say, Bedales – as it says on the website – encourages ‘inquisitive thinkers’. I think we can all agree that this inquisitive, curious, appetite for something different is incredibly valued and valuable at Bedales; it could be considered a trait comparable to or intrinsically linked with (depending on how you see it) creativity. Sir Ken Robinson said it, and I agree, we must cultivate creativity in our schools with the same importance as mathematics or English.

You need creativity to approach the uncertain future we have ahead of us with success. And actually, I would say that Bedales, to a certain extent, is also pretty accomplished in this area too.

Before I finish, I would like to go back to the beginning point about ‘people-watching’. It is fascinating and although you may think what you like about my observations, they come from a completely free and personally tailored form of learning. The integral aim of people-watching is to not only learn about other people, but to stretch your own perspective and learn about yourself. I would highly recommend it.

Bedales Jaw: are human rights, liberal rights?

By Emily Seeber, Head of Chemistry

On Wednesday I presented a Jaw to students on the ‘problem of multiculturalism’ for liberal political philosophy, with a focus on the Universal Declaration of Human Rights (1948). I began by introducing students to the key ideas of liberal thought, and focused on the ideas of John Rawls, whose theory has been hugely influential in contemporary political theory. I then suggested the challenge posed by multiculturalism for liberalism and gave three criteria for a liberal philosophy which was consistent with a pluralistic society, and in this case a global society.

Firstly, what constitutes human rights needs to be determined under conditions of fairness (behind Rawls’ veil of ignorance in which participants are unaware of their gender, religion, economic status, political views, etc). Secondly, any universal rights should represent values which deeply different cultures can accept and which do not contradict their own systems of value.

Thirdly, rights and restrictions given by the declaration should provide genuine opportunities for equality of human flourishing in culturally diverse societies. I demonstrated that, arguably, and in my opinion, the Universal Declaration of Human Rights fails to meet any of these criteria and, consequently, does not represent a multiculturalist form of liberalism.

Consequently, judging and measuring other societies using the Declaration is inherently illiberal. This does not mean that the values represented by the Declaration are not good values, or that the notion of human rights is conceptually flawed, but it does suggest that the Declaration needs to be reformulated into a document which is more tolerant and sensitive to other cultural values.

Big Dogs, Big Cats and the Power of Mice

By Rick Cross, Deputy Head, Staff and Co-curricular

There are more mobile phones on the planet than people. Facebook has 1.86 billion users. We can publish to billions of people. With such power at our fingertips, with the potential to use it for good or evil,  it is apt to consider the concept of ‘free speech’ and how this basic civil right has developed in our new ‘global city’. Who is in control? Do we need control? What are the consequences of ‘freedom’?

The assembly this week was inspired by reading the recently published book by Timothy Garton Ash on the subject, which breaks the world up into Big Dogs, Big Cats and Mice. The Big Dogs are nation states, who govern us and make the laws by which citizens exercise their rights. Some governments allow more freedom than others, and the biggest dog of all is the US, which has espoused its liberal ideals for much of the 20th Century. China, with a sixth of the world’s population, interprets ‘free speech’ in a very different way. As the number of users increases, each new dog adds their cultural imprint to the debate.

The Big Cats are the few corporations who can challenge nation states. Google is the online giant of advertising revenue, and their actions can either enable or limit our free speech, and crucially manipulate our view of the world.

Where does it leave the mice, the people, watching as the giants fight it out? Timothy Garton Ash suggests a number of fascinating routes still open to us all and his book is well worth a read. He reminds us of the age old advice, from Socrates to the Enlightenment, which I urged Bedales to hold true to…Think for yourself.

Block 3’s Ullswater adventure

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By Evelyn Adams, Blk 3

On Saturday 3 September, the new Block 3 travelled to Ullswater in the Lake District, the 8 hour coach journey was tiring but we were rewarded with an exhilarating swim in the lake when we arrived, which definitely woke us up!

My favourite part of the visit was the gorge scrambling. We were all getting to know each other whilst having fun splashing about and scrambling up gushing waterfalls. Over the week the different tutor groups got to experience all sorts of activities, from canoeing to rowing to trapeze exercises and lots of other fun and challenging activities. On Tuesday morning everyone set off with their instructors on their three day expedition, carrying everything they would need for two nights of sleeping out on the mountains.

The funniest bit was making structures out of pasta and jelly babies. What started off as a competitive challenge, turned into a crazy pasta fight, it was everywhere, but some of the creations were amazing. It was all really fun and everyone was getting along very well and making new friends for the year ahead!

Working, learning and playing in Russia

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By Tabi Archer, 6.1

Over the summer, I and seven other Block 5 Russian students and our teacher Peter, were fortunate enough to visit Orion, a village community south of Moscow which works together to bring up orphan children. Having not previously heard much about Orion, none of us really knew what to expect. We found ourselves in a small village created in its entirety by the residents themselves. At the centre of the village was the school and dining room, where the families ate every meal, cooked by a very Russian woman called Olga. In the school, the children did their lessons, pottery, dancing and plays, which the foster parents ran themselves. Around the school there were about 10 houses, each with two foster parents and around 5 children, both fostered and biological.

wp_20160721_008There was a great emphasis on community, and each house was very open and welcoming to anyone in the village. Orion is an entirely self- sufficient community; growing their own food, making hay and undertaking all building and maintenance. These were jobs we all took on as part of our time in Orion, working alongside the children and adults to make butter, rake hay and paint bed frames. When we weren’t working, we went on walks through the countryside to the river, where we swam and sunbathed, which was a great way to get to know the others and (try) to speak with them in Russian.

In the evenings, we had ‘Lingvotime’, when we got in to pairs and taught English lessons. We were also taught Russian by people our own age, some of whom spoke incredible English. After this we had evening tea with our host families – by far the highlight of the day – when we drank homemade tea and played ‘Uno’, or learnt Russian folk songs.

I think we would all agree that Orion was like no place we’d ever experienced. It was a ‘therapeutic community’ in which every activity was designed to help the children overcome the difficulties from their past and to learn to trust and understand the concepts of family and authority. The sense of community made us forget we were in an orphanage completely, as we were fully immersed in their lifestyle from the moment we arrived.

dsc00049After 10 days in Orion we were thrown back into the outside world with a visit to Moscow for our last day in Russia. We visited the Kremlin and Red Square, explored a Russian market, the Tretyakov Gallery and found ourselves in awe when we saw the Metro stations. I feel so lucky to have had the opportunity to go on this trip, and I’m really grateful to have experienced both the city and countryside of Russia. We met some amazing people, fell completely in love with the culture, and even learnt some Russian along the way.

View a slideshow of pictures of the visit:

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Just two weeks after the group’s visit to Orion, the BBC filmed a report on the village and its philosophy – remarkably close to that of the Bedales ethos. View here.

6.2s’ grand Russian tour

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The 6.2 tour to Russia, seems, on paper, a short visit of six days – but the content and variety of places visited meant that the students experienced a huge amount.

IMG_1136A select group of 23 historians and Russian language students led by Nick Meigh, Annabel Smith and Frances Vigars set off for Moscow on 26 March. The focus of the visit was naturally historical, and the group visited many of the sites of revolutionary Russia. Perhaps the highlight of this city was the visit to the Kremlin, here the group not only trod the usual tourist trail, but also had the privilege of visiting parts of the Grand Palace that are usually off limits.

We were treated to a private tour of the oldest surviving 15th century parts of the original fortress and the lavishly restored state rooms. We travelled by overnight train to the imperial capital, St Petersburg, where we experienced the artistic riches of Russia in the State Hermitage Museum while also remembering the role of the city in the revolution with a visit to the apartment of Kirov.

A favourite venue of St Petersburg is the sumptuous Yusopov Palace, infamous now for being the place in which Rasputin was murdered. The group experienced the full range of Russian culture in the evenings, from an evening of curling, watching dancing elephants in the Moscow Circus to attending a production of Tchaikovsky’s Swan Lake  at Catherine the Great’s Hermitage Theatre in St Petersburg.

By Nick Meigh, Teacher of History

Chess champions

Chess 1A team of four Bedales students: Noah Clarke Hall, Lucas Closs, Aubrey Eborn and Norpell Wilberforce, took part in the regional round of the ECF TeamChess Challenge at Eton College on Thursday 17 March.  The team played well against some strong competition, coming third to Winchester College and Eton College.  With just 10 minutes each on the clock, this resulted in some pressurised play.  Norpell demonstrated good composure winning two of his four matches, while Noah – in his three victories – pulled off an exciting win against a strong top board opponent from Eton. 

Aubrey Eborn and Noah Clarke are also joint winners in the first stage of the Delancey UK Schools Chess Challenge, the largest chess tournament in the world, which means they are well placed for the regional final to be held in Basingstoke in May. Also automatically qualified for the final are other players: Amy Lock, Becky Grubb, Patrick Newlands, Ruben Brooke and Mia South. The tournament begins every Spring Term, and continues over four stages and eight months. In the first stage children compete week by week in schools all over the UK and Bedales is one of over 2,000 schools taking part.