What Should Schools Teach?

July 2020
Overall Verdict: ★ ★ ★ ★ 
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Why this book?
In the foreword of this book, it explains that the intended readership of the book is beginning teachers. Indeed, the introduction states that ‘many young people entering the teaching profession are unclear about the role of disciplines and knowledge in the school curriculum’ (Introduction) and that ‘many do not understand how academic knowledge is different from other types of knowledge, or what distinguishes knowledge from opinion’ (Introduction). Regardless of whether or not you agree with those sentiments, I’d argue that this book is more suitable for teachers with a few years experience and those in middle leadership, more so than beginner teachers. Frankly, I did not have the headspace to read a text like this in my NQT or RQT year when my focus was, quite rightly in my opinion, ensuring that each lesson and scheme of work was effective and well-delivered in the classroom. However, this does not detract from the value of this book and the perspectives within it for anyone who wants to think about the place of knowledge in school subjects.

Certainly, you read this book and recognise that your subject is unique, exciting and challenging to study and teach. This book predates many school’s explicit focus on curriculum and knowledge but aligns perfectly with many of the discussions taking place today: what do we teach and why? You are given a perspective on the knowledge within each subject- something to reflect on and compare to other literature that you might have read. The focus of the book is on the knowledge that is ‘worth knowing’ within each subject, rather than how to teach it or how to approach teaching and learning and thus, it has a different focus to many other education books.

In the foreword, it is recommended that you read the chapter most relevant to you (the subject you teach) before returning to the introduction. This is wise advice as it helps to contextualise the arguments of the introduction. It is a dense book; academic in nature and thus not a quick read. However, the robust arguments, impassioned opinions and profound questions about the nature of what schools should teach give you plenty of food for thought!

Three key takeaways:
1.     There is ‘better knowledge’, knowledge that is ‘worth knowing’ in every subject and field. In many subjects, this is debated and must be discussed, considered and critiqued by us as teachers and curriculum makers. It is the right of all children to have access to this knowledge.

2.      The purpose of school subjects is to enable children to access knowledge, not produce knowledge. And, in order to ensure that children are able to access this knowledge, curriculum makers must carefully consider the sequencing, pacing and selection of knowledge from the discipline- in a way that disciplinary specialists will not have the knowledge of how to do.

3.     Disciplinary knowledge is different from everyday, social and cultural knowledge in its pursuit of truth. Yet there are different sources of truth in society. The authors argue that it is the job of the teacher to induct pupils into the disciplinary-specific procedures, methods and habits required for the pursuit of truth. 

To buy this book, click here.