Quaker Values in Education (QVinE) are a small, independent minded body, which originated from a Cumberland AM concern about the direction that state education, enforced through the inspection system, was being driven. To date, QVinE has hosted conferences in London and Birmingham, published papers and a recent (2018) book, Faith and Experience in Education.
April 2016 | Quaker Values in Education Group
This booklet has been written by the Quaker Values in Education Group, 2016.
QVinE, which is a listed group within Britain Yearly Meeting, grew out of a widely held concern about the state of our schools and the impact of recent policy moves on the educational principles and practices to which many teachers feel committed.
This publication is the product of a process of discernment which has included Quaker and non-Quaker teachers, and others concerned with education in a variety of roles.
April 2016 | Quaker Values in Education Group
This collection of personal reflections began as an idea following the Quaker Values in Education conference in 2013. Quaker Voices on Education is one in a series of publication projects arising from that gathering and it is a pleasure to present the experiences of Friends in their work as educators.
One striking feature of the Friends educational community is its diversity. As with the wider Quaker community it can be a challenge to determine what is typical, common or unifying across such an interestingly varied gathering, and this is certainly reflected in those engaged in education. Governors, teachers, advisors, professors; practitioners from early years, specialist, secondary and higher education sectors; Friends working in the public sector, independent schooling and community education; parents and grandparents and of course we all can reach back into our own time of being schooled, educated and taught.
The brief set of Quaker voices speak from a personal position as educators. The invitation was to focus on matters of faith and practice in the context of their educational role. What has come forward are deeply considered reflections, full of personal experience integrated with Quaker testimonies and writings.
Copies are available by contacting Margot Lunnon
August 2016 | reprinted from ‘RE Today’ by Gerry Winnall
Gerry Winnall teaches in Exeter. Her fresh idea for wise learning with her 5-6 year olds will challenge anyone in danger of sinking beneath the wave of targets in education.
April 2016 | by Tim Brighouse
At the QVinE conference this month, Tim Brighouse gave his perspective on some current key issues concerning education in the UK. How can England turn its schooling system from one based on ‘knowing the price of everything and the value of nothing’ into one based on the values of a civilised society?
‘The implication behind the sub-title is obvious: markets and business values are an inevitable part of our lives but are they enough to use as a compass for the direction of our schools?’
January 2016 | by Quakers in Britain
A key purpose of education is to connect with the spirit of enquiry within each child. True education draws out the wisdom which will guide children to seek the truth – to look at different points of view and weigh up evidence. This should be evidenced by the exploration of moral topics and opportunities to live out values, including peace and human rights, throughout their school life.
30 Oct 2014 | by Giles Barrow
Giles Barrow, in the first of two articles, highlights his concerns with the present educational system.
In November last year, I gave ministry at my Local Meeting and talked of how I had, at the time, been overwhelmed in my work. I work in schools and local education services, providing coaching and training to teachers, school leaders and support staff. My background is as a teacher – initially in the secondary sector – but I spent most of my professional career in specialist provision and services, particularly regarding students excluded from school or at risk of custody. For the past decade or so I have been working independently on themes such as the relational aspects of teaching and learning, values-based leadership and developing school culture.
Barnes, Kenneth (1960) The Creative Imagination. Swarthmore lecture. London: Allen & Unwin
Jagger, Trevor (1984) What should we learn? How should we teach? Presidential address of the annual conference of the Guild of Friends in Education
Neatby, Helen (1936) Socrates challenges the teacher. Presidential address of the Friends Guild of Teachers.
O’Donnell, Elizabeth (2015) Quakers and education. In S. W. Angell and B. P. Dandelion (eds.) Oxford Handbook of Quaker Studies. (pp. 405-419) Oxford: Oxford University Press.
O’Reilly, Mary Rose (1993) The peaceable classroom. Portsmouth, NH: Boynton Cook
Palmer, Parker, J. (1983) To know as we are known: a spirituality of education. NY: Harper & Row
Quaker Faith and Practice
Reader, John (1979) Of schools and school masters: some thoughts about the Quaker contribution to education. Swarthmore lecture. London: Allen & Unwin.
Searl, Stanford J. (2004) “Teaching as Listening: Silence and Heart Knowledge,” in in Dalke, Anne and Dixson, Barbara (2004) eds. Minding the Light: essays in Friendly pedagogy. (pp. 147-172). NY: Peter Lang.
Smith, Steve (2004) The spiritual roots of Quaker pedagogy, in Dalke, Anne and Dixson, Barbara (2004) eds. Minding the Light: essays in Friendly pedagogy. (pp. 5-20). NY: Peter Lang.
Tuke, Samuel (1843) Five papers in past proceedings and experiences of the Society of Friends, in connexion with the education of youth. York: Linney
Wingate, Jim (1993). How to be a Peace-full Teacher: For Teachers of Any Subject to Any Level-140 Useful Classroom Techniques. Friendly Press.
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