The part 3 is Steiner Waldorf Schools Part 3. The problem of racism.
I have to admit that until a few years ago I had thought of Steiner schools as being rather cuddly experiments in progressive education. Perhaps a bit like Montessori schools or A.S. Neill’s Summerhill School.
But then I discovered that they advocate "biodynamic farming". That includes utterly barmy doctrines about how the phase of the moon affects crops and such like astrological baloney (as well as some possibly sensible stuff about compost). Then I had a series of mails from a correspondent that made me realise that Steiner schools have some much more unpleasant ideas than a bit of astrological baloney, including the dangerous ideas about anthroposophical medicine.
Faceless dolls used in Steiner schools. Waldorfwatch comments "In part, the goal is to stimulate children’s imaginations, which Anthroposophists believe contribute to clairvoyance. The deeper reason is the Anthroposophical belief that young children are incompletely incarnated in the physical world — they still live partially in the spiritual world, where nothing has sharply defined limits, edges, or details.". " many children find faceless dolls creepy and unsatisfactory". . ." Sometimes, indeed, the dolls come with pointed “elf” hats sewn on, suggesting that these are not human dolls by gnome dolls. Steiner taught that gnomes are real", Picture from Senderling Waldorf School.
The matter has acquired new urgency now that Steiner schools are seeking government support via the Tory’s "free schools" programme. It is important that both ministers and parents should know what goes on in these schools.
I’ve wanted to write about it for a while, but was deterred by the sheer amount of information. My only contribution so far was to add Rudolf Steiner to my Patients’ Guide.
"Anthroposophical medicine: followers of the mystic barmpot, Rudolf Steiner, for whom nothing whatsoever seems to strain credulity"
Luckily I became acquainted with two of the most knowledgeable people on the topic. They are known on Twitter as @thetismercurio and @lovelyhorse_. After meeting them it occurred to me that I should ask them to write a guest post or two. Here is part one.
The true nature of Steiner Waldorf education
In a document produced this September by the New Schools Network, the (avowedly) politically neutral organisation set up to assist groups interested in Education Minister Michael Gove’s much vaunted and highly criticised Free Schools revolution, there is a question:
"..what do you want your school to be? A traditional school with a highly academic curriculum, setting and streaming? Or a school following the Montessori method or Steiner-Waldorf?"
This seems straightforward; in the case of Montessori it is so. The two school systems are often linked as ‘progressive’ alternatives but differ greatly. Montessori is a popular, predominantly early years education method, represented amongst the first wave of 16 Free Schools by the Discovery Free School, Crawley. Described as education adapted for each individual child, in the UK Montessori places itself within the remit of the Early Years Foundation Stage (EYFS) guidelines.
Steiner Waldorf schools are similarly called "child-centred" but are in reality underpinned by a fantastical edifice of nonsense which directs the teachers in the way they work with individual children. The schools have a distinct pedagogy in the context of which government guidelines are anathema; thus exemptions to the EYFS have been sought for the kindergartens at all Steiner settings. The Open Eye Campaign, championed by Steiner teacher Dr Richard House of Roehampton
University, stated in 2007 that they feared the EYFS was potentially harmful and ‘a breach of the human right of parents to have their children educated in accordance with their own philosophies’.
Few early years teachers reject the importance of play or would welcome an overly prescriptive regime, many support the review of the EYFS currently being undertaken by Dame Clare Tickell. But they may be surprised at the rhetoric of Richard House and Graham Kennish, Steiner teacher trainer and science advisor:
"Monoculture of children’s minds. Strip mining of children’s imaginative forces for short-term aims. The deep ploughing which destroys the soil and crushes individuality with heavy machinery. The application of fertiliser which turns childhood aspirations to dust which then blows away, leaving the barrenness of violence in adolescence. …. Education as the cultivation of inner resources for which an inner ecology is needed."
To make sense of this histrionic language, parents and policy makers must understand the philosophy that informs all Steiner Waldorf schools (Waldorf in the US and Europe): Anthroposophy. Wikipedia will not help here (it has been ‘cleansed’), parents who ask are told the literal meaning: ‘wisdom of man’. Anthroposophy’s inventor, Austrian Rudolf Steiner (1861-1925) is presented by his proponents as a profound philosopher, a polymath; an expert in agriculture and architecture, medicine, social care, art and education. Triodos Bank, Camphill Communities, biodynamic agriculture (including wine) and the newly labelled ‘Social Pedagogy’ are all expressions of Steiner’s anthroposophical ideas. The first ‘Steiner’ school, named Waldorf after its cigarette factory patron, was opened in Stuttgart in 1919. With typical bravado the Movement has for some time proclaimed Waldorf ‘the fastest growing school system in the world’.
Applying Anthroposophy to his subject, Science Advisor Dr Graham Kennish can be read some time before the Open Eye Campaign asking the important questions:
"How valid is the current popular and medical perception of the heart as a pump? What sustains this model and how much is lost in maintaining it?"
And in his: Teaching Biology in a Human Context he describes Waldorf adolescents learning anatomy with a ‘sense of wholeness and meaning’.
Kennish was until recently the Science advisor for the University of Plymouth Steiner BA course (now closing) and is still featured on the University site as a researcher for the Steiner Waldorf Academy Research Network, linked to the only UK state funded Steiner Waldorf Academy, Hereford. Amongst the set texts at Plymouth (obtained through a recent FoI request) was a book called ‘Secrets of the Skeleton, Form in Metamorphosis’, the jaw-dropping fantasy of which presumably misled hosts of trainee Steiner Waldorf teachers. But this isn’t science: it’s Steiner’s ‘Spiritual Science’. As an advocate of this world view Dr Richard House made a plea in a comment on the TES website for an understanding of the supersensible world through Steiner’s ‘upgrading’ of science. But this is not, he suggests, for the intellectually lazy.
What is not mentioned by the Steiner teachers taking your child into their care is that Steiner was by the time he wrote and lectured about education an occultist, an ex-theosophist whose insights were gained, it is stated, through clairvoyance. Nor will they be honest about the core beliefs of Anthroposophy, described by historian Dr Peter Staudenmaier:
"Spiritual advancement through karma and reincarnation, supplemented by the access to esoteric knowledge available to a privileged few".
The influence of Anthroposophy on Steiner Waldorf education
The pedagogy of Waldorf schools is informed by Steiner’s esoteric scheme of karma and reincarnation. The child ‘incarnates’ in 7 year cycles: the ‘etheric’ body is born at 7, the astral body at 14 and the ‘ego’ or the individuality that returns from past lives, at 21. Abstract reasoning is discouraged too early (before 14) because it interferes with the anthroposophical – spiritual – vision of human development. If parents are surprised at this information, or believe it to be a charming metaphor, we know that Steiner advised his teachers to be coy:
"[W]e have to remember that an institution like the Independent Waldorf School with its anthroposophical character, has goals that, of course, coincide with anthroposophical desires. At the moment, though, if that connection were made official, people would break the Waldorf School’s neck."
Rudolf Steiner, Faculty Meetings with Rudolf Steiner (Anthroposophic Press, 1998) p. 115
"JS: What appeals to me about Steiner is that he is thoroughly practical. We’re inclined to think of babies as children, but they have been old people. Our “little treasures” have been here many times. I think we need to be aware of this. You can see this if you observe the child. That is why I think observation is so important.
LM: Can you say more about this in relation to caring for young children?
JS: The reason we come here again is to redeem old karma and to establish new karma. We need to ask ourselves: If this is why the human being has come, how can we bring up the child, or what can we do, to help the child do this?
LM: That sounds like the key to parenting!"
The role of the Steiner kindergarten teacher is to facilitate the ‘incarnation’ of the spirits and souls of children into their physical bodies. If there is here a philosophy that the EYFS guidelines might “breach”: in our direct experience the significance and implications of this philosophy are inadequately understood by most Steiner parents. Teachers, if pressed, may repeat that ‘Anthroposophy is not taught to the children’ but this is disingenuous or naive. The transmission of Anthroposophy is subtle, through verses, stories and images. Every aspect of Steiner education is informed by Steiner’s clairvoyant ‘insight’ or ‘intuition’ and has occult implications. Thus the Waldorf categorisation of children according to their ‘temperaments’ and their ’soul type’, school readiness linked to the ‘change of teeth’, the dance form eurythmy, the oddly uniform artwork, the gnomes (or elementals) and the faceless dolls, are all embodiments of the anthroposophical impulse.
Labeling of children according to a spurious philosophy could be seen as insignificant were it not for the pedagogical response of those Steiner teachers who, instead of acknowledging a child’s real, individual emotions and behaviour, respond to body-type, hair colour, gait and ‘humour’ in formulaic (occult) and potentially detrimental ways.
Eugene Schwartz, a Waldorf Educational Consultant with his own US site Millennial Child, gave a series of lectures called ‘The Karma of Education’ at Rudolf Steiner House, London in April this year at the invitation of St. Michael Steiner School in Wandsworth. The podcast is available to download and is essential listening for Michael Gove. Schwartz is candid and even entertaining; if anyone could make Steiner’s Saturn/Sun/Moon evolution, Lemuria and Atlantis palatable it might be him. But this is adult fantasy, theosophical science-fiction; it is not a basis for the education of children, however well-meaning or well connected some of its proponents may be.
As Anthroposophy is an esoteric movement with an ‘inner circle’, it is not surprising that the undeclared hierarchy of Steiner schools includes practicing anthroposophists as well as some teachers making attempts to work assiduously for the benefit of their classes, trying even to ignore Anthroposophy. The turnover of the latter type of teacher is high. For those who imagine they will ‘take the good bits & ignore the rest’ of Steiner in any possible UK Free Schools, there are indications in this document from the Association of Waldorf Schools of North America, directed at the many ‘Waldorf inspired’ initiatives budding in the States, that without Anthroposophy there is no Steiner Waldorf. Readers are instructed that essential to the "art" of teaching is: "an openness to reckon with the unseen spiritual realities which live behind the physical world and developing the perceptivity to experience what this reality is."
In addition, those concerned can buy a copy of the most recent (2007) edition of The Class Teachers’ Handbook’ by Kevin Avison, available from the bookshop of the UK Steiner Waldorf Schools Fellowship:
"…without active recall the teacher cannot claim to be including the spiritual world, the activity of the night, in the lesson. Recall time is the moment in the lesson when what is beginning to individualise itself in the child through their unconscious communication with the hierarchies (especially the Angels, Archangels and Archai – see for example, The Hierarchies as the Source of Action Speech and Thought, April 28, 1023 – GA224) during sleep can express itself."
In the same Handbook, Avison advises teachers: "anything indicating what the class might have learnt or covered in Morning Lesson should be ‘lost’ before you leave the school," Many have taken him seriously, since the ‘loss’ of notes is a complaint made repeatedly by Waldorf parents all over the world.
The implications of spiritual science
So why are parents asking for these schools? Steiner Waldorf schools offer an apparently creative, ‘unhurried’, authentic childhood experience free from our dominant exam culture and from technology. They stress the ecological and holistic. They are alluring. The distinct aesthetic within the Steiner kindergarten: natural materials, wool, washed peach-coloured walls and gentle voices creates for some parents a lost garden of childhood, in contrast to which the brash plastic of the average nursery becomes an affront to the senses. There’s no reason to suspect anything odd, so Michael Gove can hardly be blamed for his positive reaction to the Bruton Steiner School, which appears to have been his moment of zen.
But the Steiner dream ends for many families with the realisation that their child is academically far behind his or her peers. Susan Godsland, an independent reading intervention expert, has helped many ex-Steiner children learn to read at 8, 9 and 10. Though she acknowledges that some children can blossom in Steiner school, that a percentage will learn to read earlier in spite of the pedagogy, she believes it’s cruel to deny a child the chance to read until so late. In the last paragraphs of her Room 101 she explains why early reading isn’t encouraged. A child is ‘blessed’ with not being able to read and write, since Steiner says early reading will hinder the later spiritual development of children. She adds: ‘this is simply mumbo-jumbo and should be treated with the contempt it deserves.’
While it is evident that this failure in basic teaching could cause low self esteem, the influence of anthroposophical medicine within Waldorf schools is an added concern (for example, mistletoe as a ‘treatment’ for cancer). In addition the measles epidemics linked to European Waldorf schools are an indication of an anti-vaccination culture. In the US Microbe Magazine, Bernard Dixon states:
"Steiner believed that febrile illnesses such as measles and scarlet fever were related to a child’s spiritual development. Adherents assert that the use of vaccines (especially measles vaccine) deprives infants of the opportunity to benefit from the experience of having those diseases."
In Norway, homeopath Gro Lystad enlists Steiner’s concept of a ‘transforming illness’.
"I am quite sure that it is positive for a child who is healthy. It is conceivable that some will die, but this applies to children who are impaired in advance,"
In our opinion, the disclaimer issued by the European Council for Steiner Waldorf Education regarding vaccination is not entirely candid, since it states only that opposition to vaccination is not a part of their “specific educational objectives”, omitting Steiner’s belief that if children are vaccinated they will need a ‘spiritual education’. And it makes no mention of Karma.
The rejection of evidence in favour of a ‘spiritual paradigm’ by adherents of Anthroposophy is not surprising given that it is a belief system which is essentially anti-scientific. Peter Staudenmaier, a historian who has written extensively about Anthroposophy, explains that: ‘like other esotericists, anthroposophists regularly view themselves as privy to special knowledge which distinguishes them from the unenlightened — and an aggravated resentment against ‘intellectualism’ and critical thought and the ostensibly materialist cast of modern science and scholarship.’
These beliefs mean that the emotional and physical health of children is potentially being put at risk. We cannot agree that the satisfaction of lobbying groups or parent choice is enough to justify the public funding of Steiner Waldorf schools.
It’s hard enough to communicate basic ideas about how to assess evidence to adults without having the effort hindered by schools.
The teaching of quackery to 16 year-olds has been approved by a maze of quangos, none of which will take responsibility, or justify their actions. So far I’ve located no fewer than eight of them.
[For non-UK readers, quango = Quasi-Autonomous Non-Governmental Organisation].
A lot of odd qualifications are accredited by OfQual (see here). Consider, for example, Edexcel Level 3 BTEC Nationals in Health and Social Care (these exams are described here), Download the specifications here and check page 309.
Unit 23: Complementary Therapies for Health and Social Care
NQF Level 3: BTEC National
Guided learning hours: 60
“In order to be able to take a holistic view towards medicine and health care, health and social care professionals need to understand the potential range of complementary therapies available and how they may be used in the support of conventional medicine.”
Well, Goldacre has always said that homeopathy makes the perfect vehicle for teaching how easy it is to be deceived by bad science, so what’s wrong? But wait
“Learners will consider the benefits of complementary therapies to health and wellbeing, as well as identifying any contraindications and health and safety issues in relation to their use.”
“The holistic approach to illnesses such as cancer could be used as a focus here. For example, there could be some tutor input to introduce ideas about the role of complementary therapies in the treatment and management of cancer, this being followed up by individual or small group research by learners using both the internet and the services available locally/regionally. If available, a local homeopathic hospital, for example, would be an interesting place to visit.”
It’s true that to get a distinction, you have to “evaluate the evidence relating to the use of complementary therapies in contemporary society”, but it isn’t at all clear that this refers to evidence about whether the treatment works.
The really revealing bit comes when you get to the
“Indicative reading for learners
There are many resources available to support this unit.
www.acupuncture.org.uk British Acupuncture Council
www.bant.org.uk British Association for Nutritional Therapy
www.exeter.ac.uk/sshs/compmed Exeter University’s academic department of Complementary medicine
www.gcc-uk.org General Chiropractic Council
www.nimh.org.uk National Institute of Medical Herbalists
www.nursingtimes.net The Nursing Times
www.osteopathy.org.uk General Osteopathic Council
www.the-cma.org.uk The Complementary Medical Association”
This list is truly astonishing. Almost every one of them can be relied on to produce self-serving inaccurate information about the form of “therapy” it exists to promote. The one obvious exception is the reference to Exeter University’s academic department of complementary medicine (and the link to that one is wrong). The Nursing Times should be an exception too, but their articles about CAM are just about always written by people who are committed to it.
It is no consolation that the 2005 version was even worse. In its classification of ‘therapies’ it said “Pharmaceutically mediated: eg herbalism, homeopathy “. Grotesque! And this is the examinng body!
This particular educational disaster came to my attention when I had a letter from a teacher. She had been asked to teach this unit, and wanted to know if I could provide any resources for it. She said that Edexcel hadn’t done so. She asked ” Do you know of any universities that teach CT’s [sic] so I could contact them about useful teaching resources?.” She seemed to think that reliable information about homeopathy could be found from a ‘university’ homeopathy teacher. Not a good sign. It soon emerged why.
“My students are studying BTEC National Health Studies and the link is Edexcel BTEC National Complimentary [sic] studies.”
“I am a psychotherapist with an MA in Education and Psychology. I am also trained in massage and shiatsu and have plenty of personal experience of alternative therapy”
Shiatsu uh? It seems the teacher is already committed to placebo medicine. Nevertheless I spent some time looking for some better teaching material for 16 year-old children. There is good stuff at Planet
Science, and in some of the pamphlets from Sense about Science, not least their latest, I’ve got nothing to lose by trying it – A guide to weighing up claims about cures and treatments. I sent all this stuff to her, and prefaced the material by saying
“First of all, I should put my cards on the table and say that I am quite appalled by the specification of Unit 23. In particular, it has almost no emphasis at all on the one thing that you want to know about any therapy, namely does it work? The reference list for reading consists almost entirely of organisations that are trying to sell you various sorts of quackery, There is no hint of balance; furthermore it is all quite incompatible with unit 22, which IS concerned with evidence.”
At this point the teacher the teacher came clean too, As always, anyone who disagrees with the assessment (if any) of the evidence by a true believer is unmeasured and inflammatory.
“I have found your responses very unmeasured and inflammatory and I am sorry to say that this prejudicial attitude has meant that I have not found your comments useful.”
shortly followed by
“I am not coming from a scientific background, neither is the course claiming to be scientific.”
That will teach me to spend a couple of hours trying to help a teacher.
What does Edexcel say?
I wrote to Edexcel’s science subject advisors with some questions about what was being taught. The response that I got was not from the science subject advisors but from the Head of Customer support, presumably a PR person.
|From: (Bola Arabome) 12/11/2008 04.31 PM
Dear Professor Colquhoun
Thank you for email communication concerning the complementary therapies unit which is available in our BTEC National in Health and BTEC National in Health and Social Care qualifications. I have replied on behalf of Stephen Nugus, our science subject advisor, because your questions do not refer to a science qualification. I would like to answer your questions as directly as possible and then provide some background information relating to the qualifications.
The units and whole qualifications for all awarding bodies are accredited by the regulator, the Qualifications and Curriculum Authority. The resource reading list is also produced by us to help teachers and learners. The qualification as a whole is related to the National Occupational Standards for the vocational sectors of Health and Health and social care with consultation taken from the relevant sector skills councils . As you will be aware many of these complementary therapies are available in care centres and health centres under the NHS and in the private sector. The aim of BTEC qualifications is to prepare people for work in these particular sectors. Clearly a critical awareness is encouraged with reference to health and safety and regulation. There are other units, in some cases compulsory, within the qualification with a scientific approach.
‘ ‘ ‘ ‘ ‘
Head of Customer Support
Aha, so it seems that teaching people to treat sick patients is “not a science qualification”. Just a business qualification perhaps?. I haven’t yet managed to reach the people who make these decisions, so I persisted with the PR man. Here is part of the next letter (Edexcel’s reply in italic).
I find it quite fascinating that Edexcel regards the treatment of sick patients as not being part of science (“do not refer to a science qualification”).
Does that mean Edexcel regard the “Health” part of “Health and Social Care” as being nothing to do with science, and that it therefore doesn’t matter if Health Care is unscientific, or even actively anti-scientific?
I am sorry if my answer lacked clarity. My comment, that I had taken your enquiry on behalf of our Science Advisor because this was not a science qualification, was intended to explain why I was replying. It was not intended as a comment on the relationship between Health and Social Care and science. At Edexcel we use bureaucratic categories where we align our management of qualifications with officially recognised occupational sectors. Often we rely on sector bodies such as Sector Skills Councils to endorse or even approve the qualifications we offer. Those involved in production of our Science qualifications and our
(4) You say “The qualification as a whole is related to the National Occupational Standards for the vocational sectors of Health and Health and social care with consultation taken from the relevant sector skills councils”. Are you aware that the Skills for Health specifications for Alternative medicine were written essentially by the Prince of Wales Foundation?
The qualification was approved by both ‘Skills for Health’ and ‘Skills for Care and Development’ prior to being accredited by QCA. It uses the NOS in Health and Social Care as the basis for many of the mandatory units. The ‘Complementary Therapies’ NOS were not used. This was not a requirement of a ‘Health and Social Care’ qualification.
“Are the NOS in Health and Social Care that you mention the ones listed here? http://www.ukstandards.org/Find_Occupational_Standards.aspx?NosFindID=1&ClassificationItemId=174 If so, I can see nothing there about ‘complementary therapies’. if I have missed it, I’d be very grateful if you could let me know where it is. If it is not there, I remain very puzzled about the provenance of Unit 23, since you say it is not based on Skills for Health.”
Now we are immediately at sea, struggling under a tidal wave of acronyms for endless overlapping quangos. In this one short paragraph we have no fewer than four of them. ‘Skills for Health’, ‘Skills for Care and Development’ , ‘Quality and Curriculum Authority (QCA) and NOS.
It seems that the specification of unit 23 was written by Edexcel, but Harris (25 Nov) declines to name those responsible
“When I refer to our “Health and Social care team” I mean the mix of Edexcel Staff and the associates we employ on a contract basis as writers, examiners and external verifiers. The writers are generally recruited from those who are involved in teaching and assessment the subjects in schools and colleges. The editorial responsibility lies with the Edexcel Staff. I do not have access to the names of the writers and in any case would not be able to pass on this information. Specifications indicate the managers responsible for authorising publication”
“Edexcel takes full responsibility for its ethical position on this and other issues. However we can not accept responsibility for the opinions expressed in third party materials. There is a disclaimer to this effect at the beginning of the specification. ”
” You have the correct link to the Health NOS . These are the standards, which where appropriate, influence our qualifications. However in the case of Unit 23 I understand that there is no link with the Health NOS. I don’t know if the NOS cover the unit 23 content.”
So, contrary to what I was told at first, neither Skills for Health, nor NOS were involved Or were they (see below)?
So who does take responsibility? Aha that is secret. And the approval by the QCA is also secret.
“I cannot provide you with copies of any correspondence between Skills for Health and Edexcel. We regard this as confidential. “
What does the QCA say?
The strapline of the QCA is
“We are committed to building a world-class education and training framework. We develop and modernise the curriculum, assessments, examinations and qualifications.”
Referring school children to the Society of Homeopaths for advice seems to be world-class bollocks rather than world-class education.
When this matter was brought to light by Graeme Paton in the Daily Telegraph, he quoted Kathleen Tattersall, CEO of the QCA. She said
“The design of these diplomas has met Ofqual’s high standards. We will monitor them closely as they are delivered to make sure that learners get a fair deal and that standards are set appropriately.”
Just the usual vacuous bureaucratic defensive sound-bite there. So I wrote to Kathleen Tattersall myself with some specific questions. The letter went on 2nd September 2008. Up to today, 26 November, I had only letters saying
“Thank you for your email of 12 November addressed to Kathleen Tattersall, a response is being prepared which will be forwarded to you shortly.”
“Thank you for your email of 25th November addressed to Kathleen Tattersall. A more detailed response is being prepared which will be sent to you shortly.”
Here are some of the questions that I asked.
|I wrote to Edexcel’s subject advisors about unit 23 and I was told “your questions do not refer to a science qualification”. This seems to mean that if it comes under the name “Health Care” then the care of sick patients is treated as though it were nothing to do with science, That seems to me to be both wrong and dangerous, and I should like to hear your view about that question.
Clearly the fundamental problem here is that the BTEC is intended as a vocational training for careers in alternative medicine, As a body concerned with education, surely you cannot ignore the view of 99% of scientists and doctors that almost all alternative medicine is fraud. That doesn’t mean that you can’t make a living from it, but it surely does create a dilemma for an educational organisation. What is your view of that dilemma?
Eventually, on 27th November, I get a reply (of sorts) It came not from the Kathleen Tattersall of the QCA but from yet another regulatory body, OfQual, the office of the Qualifications and Examinations Regulator. You’d think that they’d know the answers, but if they do they aren’t telling, [download whole letter. It is very short. The “more detailed response” says nothing.
Ofqual does not take a view on the detailed content of vocational qualifications as that responsibility sits with the relevant Sector Skills Council which represents employers and others involved in the sector. Ofqual accredits the specifications, submitted by sector-skilled professionals, after ensuring they meet National Occupational Standards. Ofqual relies on the professional judgement of these sector-skilled professionals to include relevant subjects and develop and enhance the occupational standards in their profession.
The accreditation of this BTEC qualification was supported by both Skills for Health, and Skills for Care and Development, organisations which represent the emerging Sector Qualifications Strategies and comply with the relevant National Occupational Standards
Acting Chief Executive
So no further forward. Every time I ask a question, the buck gets passed to another quango (or two, or three). This letter, in any case, seems to contradict what Edexcel said about the involvement of Skills for Health (that’s the talking to trees outfit),
A nightmare maze of quangos
You may well be wondering what the relationship is between Ofqual and the QCA. There is an ‘explanation’ here.
Ofqual will take over the regulatory responsibilities of the Qualifications and Curriculum Authority (QCA), with stronger powers in relation to safeguarding the standards of qualifications and assessment and an explicit remit as a market regulator. The QCA will evolve into the Qualifications and Curriculum Development Agency (QCDA): supporting Ministers with advice and undertaking certain design and delivery support functions in relation to the curriculum, qualifications, learning and development in the Early Years Foundation Stage, and National Curriculum and Early Years Foundation Stage assessments.
Notice tha QCA won’t be abolished. There will be yet another quango.
The result of all this regulatory bureaucracy seems to be worse regulation, Exactly the same thing happens with accreditiation of dodgy degrees in universities.
At one time, a proposal for something like Unit 23 would have been shown to any competent science teacher, who would have said”you must be joking” and binned it. Now a few hundred bureaucrats tick their boxes and rubbish gets approved.
There seems to be nobody in any of these quangos with the education to realise that if you want to know the truth about homeopathy, the last person you ask is the Society of Homeopaths or the Prince of Wales.
So the mystery remains. I can’t find out who is responsible for the provenance of the appallingly anti-science Unit 23, and I can’t find out how it got approved. Neither can I get a straight answer to the obvious question about whether it is OK to encourage vocational qualifications for jobs that are bordering on being fraudulent.
.All I can get is platitudes and bland assurances. Everything that might be informative is clouded in secrecy.
The Freedom of Information requests are in. Watch this space. But don’t hold your breath.
Here are some attempts to break through the wall of silence.
Edexcel. I sent them this request.
Freedom of Information Act
I should like to see please all documents from Edexcel and OfQual or QCA (and communications between then) that concern the formulation and approval of Unit 23 (Complementary Therapies) in the level3 BTEC (page 309 in attached document). In vew of the contentious nature of the subject matter, I believe that is is in the public interest that this information be provided
The answer was quite fast, and quite unequivocal, Buzz off.
|Dear Mr Colquhoun,
Thank you of your e-mail of today’s date. I note your request for information pursuant to The Freedom of Information Act. As you may know this Act only applies to public bodies and not to the private sector. Edexcel Limited is privately owned and therefore not subject to this Act. Edexcel is therefore not obliged to provide information to you and is not prepared to give you the information you seek.
Please do not hesitate to contact me again if you have any further queries.
This lack of public accountability just compounds their appalling inability to distinguish education from miseducation.
International Therapy Examination Council (ITEC)
Mojo’s comment, below, draws attention to the Foundation degree in Complementary Therapies offered by Cornwall College, Camborne, Cornwall (as well as to the fact that the Royal National Lifeboat Institution has been wasting money on ‘research’ on homeopathy –write to them).
At least the courses are held on the Camborne campus of Cornwall College, not on the Duchy campus (do we detect the hand of the Quacktitioner Royal in all this nonsense?).
Cornwall College descends to a new level of barminess in its course Crystal Healing VTCT Level 3
“Who is this course for?
This course is designed to enhance the skills of the Holistic Therapist. Crystals may be used on their own in conjunction with other therapies such as Indian Head Massage, Aromatherapy and Reflexology. Due to the nature of the demands of the holistic programme this course is only suitable for students over the age of 18.”
“What will I be doing on the course?
Students will study the art of Crystal healing which is an energy based treatment where crystals and gemstones are used to channel and focus various energy frequencies.”
|.VTCT stands for the Vocational Training Charitable Trust.
It is yet another organisation that runs vocational exams, and it is responsible for this particular horror
The crystals are here. I quote.
- the use of interpersonal skills with client
- how to complement other therapies with crystals
- the types and effects of different crystals
- uses of crystals including cleansing, energising, configurations
- concepts of auras and chakras
This is, of course, pure meaningless nonsense. Utter bollocks being offered as further education
Cornwall College has many courses run by ITEC.
The College says
“You will become a professional practitioner with the International Therapy Examination Council (ITEC), study a number of essential modules to give a vocational direction to your study that include: Homeopathy and its application,”
|Who on earth, I hear you cry, are ITEC? That brings us to the seventh organisation in the maze of quangos and private companies involved in the miseducation of young people about science and medicine. It appears, like Edexcel, to be a private company though its web site is very coy about that.|
After the foundation degree you can go on to “a brand new innovative BSc in Complementary Health Studies (from Sept 2009)”
The ITEC web site says
- ITEC qualifications are accredited by the Office of the Qualifications and Examination Regulator (OFQUAL)
- ITEC qualifications are funded in the uk by the on behalf of Department for Innovation, Universities and Skills (DIUS)
- ITEC qualifications have been mapped to the National Occupational Standards, where they exist
Oddly enough, there is no mention of accreditation by a University (not that that is worth much). So a few more Freedom of Information requests are going off, in an attempt to find out why are kids are being miseducated about science and medicine.
Meanwhile you can judge the effect of all that education in physiology by one of the sample questions for ITEC Unit 4, reflexology.
The pancreas reflex:
A Extends across both feet
B Is on the right foot only
C Is on the left foot only
D Is between the toes on both feet
Uhuh, they seem to have forgotten the option ‘none of the above’.
Or how about a sample question from ITEC Unit 47 – Stone Therapy Massage
Which organ of the body is associated with the element fire?
Or perhaps this?
Which incantation makes hot stones work best?
B Avada Kedavra,
(OK I made the last one up, with help from Harry Potter, but it makes just about as much sense as the real ones).
And guess what? You can’t use the Freedom of Information Act to find out how this preposterous rubbish got into the educational system because ” ITEC is a private organisation therefore does not come under this legislation”. The ability to conduct business in secret is a side effect of the privatisation of public education is another reason why it’s a bad idea.
Ofsted has inspected Cornwall College. They say “We inspect and regulate to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.”. I can find no mention of this nonsense in their report, so I’ve asked them.
Ofsted has admitted a spectacular failure in its inspection of child care in the London Borough of Haringey. Polly Curtis wrote in the Guardian (6 Dec 2008) “We failed over Haringey – Ofsted head”. It was the front page story. But of course Ofsted don’t take the blame, they say they were supplied with false information,
That is precisely what happens whenever a committee or quango endorses rubbish. They look only at the documents sent to them and they don’t investigate, don’t engage their brains.
In the case of these courses in utter preposterous rubbish, it seems rather likely that the ultimate source of the misinformation is the Princes’ Foundation for Integrated Health. Tha views of the Prince of Wales get passed on to the ludicrous Skills for Health and used as a criterion by all the other organisations, without a moment of critical appraisal intervening at any point.
2 December 2008 A link from James Randi has sent the hit rate for this post soaring. Someone there left are rather nice comment.
“A quango seems to be a kind of job creation for the otherwise unemployable ‘educated ‘( degree in alternative navel contemplation) middle classes who can’t be expected to do anything useful like cleaning latines ( the only other thing they seem qualified for ). I really hate to think of my taxes paying for this codswollop.”
Latest: Michael Reiss resigns 16 September 2008: see below
There has been something of a rumpus in the media today when the education secretary of the Royal Society, Michael Reiss, appeared to endorse the teaching of creationism in science classes, The BBC’s report was only too typical.
“Call for creationism in science”
“Creationism should be discussed in school science lessons, rather than excluded, says the director of education at the Royal Society.”
The Guardian’s report, perhaps also not entirely accurate, started with the words
“Creationism and intelligent design should be taught in school science lessons, according to a leading expert in science education.”
After lunch today the email below was sent out to Fellows
|Dear Fellow/Foreign Member
Royal Society’s position on the teaching of creationism in schools
You may have seen in the today’s media coverage of the Royal Society’s position on the teaching of creationism in schools, following a speech by the Society’s Director of Education. Unfortunately, much of the coverage has given a misleading impression of the Society’s policy.
To prevent further confusion, a statement clarifying the Society’s position has been issued today and the text is given below:
“The Royal Society is opposed to creationism being taught as science. Some media reports have misrepresented the views of Professor Michael Reiss, Director of Education at the Society expressed in a speech yesterday.
Professor Reiss has issued the following clarification. “Some of my comments about the teaching of creationism have been misinterpreted as suggesting that creationism should be taught in science classes. Creationism has no scientific basis. However, when young people ask questions about creationism in science classes, teachers need to be able to explain to them why evolution and the Big Bang are scientific theories but they should also take the time to explain how science works and why creationism has no scientific basis.”
In addition, we are working actively to correct the misunderstanding by dealing directly with individual newspapers and broadcast media.
So that seems clear “The Royal Society is opposed to creationism being taught as science.”. So I shan’t have to resign.
You can be sure that proponents of creationism, and its dishonestly disguised version, “intelligent design” will exploit this misunderstanding ruthlessly.
Watch this space for developments.
Perhaps this matter is not so trivial after all. The Guardian report Reiss as saying
“science teachers should not see creationism as a “misconception” but as an alternative “world view” “
The BBC says
“Rather than dismissing creationism as a “misconception”, he says it should be seen as a cultural “world view”. “
Most importantly, Reiss himself said, in a Guardian blog (not the original speech), on September 11th,
“I feel that creationism is best seen by science teachers not as a misconception but as a world view.”
None of those versions sounds at all acceptable to me.
Creationism is a misconception.
The original speech can be heard on a Guardian Play the mp3 file.
It seems to me all to turn on what Reiss means by “showing respect” for ‘alternative world views’, which you believe to be pernicious bunkum. The term ‘alternative world view’ is itself cause for concern. It smacks of alternative medicine. In what sense is a piece of nonsensical bunkum an ‘alternative’ as opposed to being simply bunkum?. I don’t envy teachers who have to deal with young children, who have been brainwashed by religious parents, on matters like this, but older ones should not be encouraged to think that religious nonsense is a proper alternative to sensible thought and observation.
The Observer on Sunday 14 September reports
Creationism call divides Royal Society
Two Nobel prize winners – Sir Harry Kroto and Sir Richard Roberts – have demanded that the Royal Society sack its education director, Professor Michael Reiss. The call, backed by other senior Royal Society fellows, follows Reiss’s controversial claim last week that creationism be taught in schools’ science classes.
Reiss, an ordained Church of England minister, has since alleged he was misquoted. Nevertheless, several Royal Society fellows say his religious views make him an inappropriate choice for the post.
The Reverend Professor Reiss presumably believes the Nicene Creed. That creed seems to make about as much sense as homeopathy (with the same reservation that some of the words have no discernible meaning at all). I’m inclined to agree that it makes no sense to ask someone who believes that stuff to take charge of science education.
Steve Jones, the UCL geneticist, has his say in the Sun
Latest: Michael Reiss resigns
On 16th September, the following statement was made by the Royal Society.
Some of Professor Michael Reiss’s recent comments, on the issue of creationism in schools, while speaking as the Royal Society’s Director of Education, were open to misinterpretation. While it was not his intention, this has led to damage to the Society’s reputation. As a result, Professor Reiss and the Royal Society have agreed that, in the best interests of the Society, he will step down immediately as Director of Education a part time post he held on secondment. He is to return, full time, to his position as Professor of Science Education at the Institute of Education.
The Royal Society’s position is that creationism has no scientific basis and should not be part of the science curriculum. However, if a young person raises creationism in a science class, teachers should be in a position to explain why evolution is a sound scientific theory and why creationism is not, in any way, scientific.
The Royal Society greatly appreciates Professor Reiss’s efforts in furthering the Society’s work in the important field of science education over the past two years. The Society wishes him well for the future.
Sadly, I’m inclined to believe that this is the best solution. Reiss’s soundness on evolution is not in doubt. but there was sufficient ambiguity in his statements that he should perhaps have anticipated the furore that would, and did, ensue.
Now the trivial stuff.
And this hilarious one from CNN
OK this is not very serious (or is it?). A computer game: players of PolarPalin must help a polar bear to navigate its way across Alaska to blow up oil wells, all the while avoiding Palin, the governor of the state, in her campaign tank.
This item appeared originally on my old Religion and Education page. It has been moved here because of the discussion that followed my review in the BMJ of Unscientific America and the discussion that followed, on this blog and on P.Z. Myers Pharyngula blog.
Until recently, the idea that the earth was created 6000 years ago was largely restricted to right wing religious fundamentalists in the USA. Now we have a government in the UK which seems to be happy that such “fruit-cake” nonsense should be taught at the taxpayers’ expense.
The following article, Good God Almighty, was commissioned by Punch magazine, which folded before it could be published.
It refers to the fuss that followed the discovery that a state-funded school was being run by extreme ‘young earth’ creationists. If you want to see just how extreme, look at the speech made by Steven Layfield, the head of science at Emmanuel School. The views expressed are so extreme that the speech was actually deleted from the web site of the Christian Institute as soon as the fuss blew up. Luckily, thanks to the Google cache, this did not work and you can still read it at here.
Good God Almighty!
or Jurassic Theology
[This article was commissioned by Punch, but the magazine went out of business before it was published]
OK class, settle down. Here is your quiz. Compare and contrast the following.
(1) ” . . if the Bible really is the Word of God – and the internal evidence is overwhelming – true Science will always agree with it.”
(2)Science teachers should
“Note every occasion when an evolutionary/old-earth paradigm (millions or billions of years) is explicitly mentioned or implied by a text-book, examination question or visitor and courteously point out the fallibility of the statement and, wherever possible, give the alternative (always better) Biblical explanation of the same data”.
[Steven Layfield, Head of Science at Emmanuel School Gateshead, 2000]
(3) “There are those that argue that Science and Christianity can be harmoniously reconciled . . . We cannot subscribe to this view”
[John Burn & Nigel McQuoid; ex-head, and head, of Emmanuel School Gateshead, 2002]
(4) “Then there is science. Science is a God-given activity. Scientists are 5using their God-given minds and God-given creativity to explore and utilise God-given nature. Sadly, biblical literalism brings not only the bible but Christianity itself into disrepute.”
[The Bishop of Oxford. The Rt. Revd. Richard Harries, 2002]
(5) “God created the world and everything in it.” “It is about 6000 years old”
[Kate and Simon, pupils of Emmanuel School, Gateshead, interviewed by Mike Thomson, BBC]
(5) [Jenny Tonge, MP:] “Is the Prime Minister happy to allow the teaching of creationism alongside Darwin’s theory of evolution in state schools?”
[Tony Blair]. First I am very happy.”
“Secondly, I know that the honourable lady is referring to a school in the north-east, and I think that certain reports about what it has been teaching have been somewhat exaggerated”.
The prime minister is right. Something has been exaggerated:
The idea that teachers realise that the scientific method involves not declaring the outcome in advance.
Clearly, the head of science at Emmanuel doesn’t. To proclaim, before looking, that one view (the literal interpretation of the bible) is “always better” might be expected of an itinerant preacher in the deepest bible belt, but that is the view of the man in charge of educating children at a state-funded English school.
It is a view that offends the Bishop of Oxford, and it is contrary to the views expressed by Pope John Paul II. But don’t worry, our leader is “very happy” with it. To give equal time to a simple assertion (that the earth was created 6000 years ago), and to the wealth of hard-won reasons for thinking it to be untrue, is deeply offensive to every scientist who is trying to fumble towards the best approximation to the truth that can be found. Rarely can a couple of teachers and one prime minister have managed to offend so many people, everyone from bishops to professors, at a single sweep.
Of course neither the prime minister nor anybody else knows exactly what Emmanuel School has been teaching (though the reports from the children themselves give us a good idea). The glowing report from OFSTED was actually the result of a “short inspection” which does not look at such details. The school has not been given a full inspection since 1994, before the serious zealots took control. Views such as those in the first two quotations are so obviously relevant to the quality of science teaching that you may well ask how OFSTED managed not to notice that the views of the head of science were at the very extreme edge of fundamentalism.
Consider also the following amazing coincidence. The team of inspectors who found no fault with the unusual science (biblical is always best) teaching at Emmanuel was almost the same as the team that inspected the Huntington School, York. At that school they said that there was not enough teaching of religion (in the narrow sense, as opposed to spiritual values in general). The Huntington head teacher Chris Bridge lodged a complaint against that report, and it was partially upheld by OFSTED.
Does all this mean that extreme fundamentalism has infiltrated OFSTED, or does it simply mean that the inspectors did not do their homework?
The latter is the more charitable interpretation, but the inspectors are not going to get the chance to ‘try harder next time’. Instead Her Majesty’s Chief Inspector, wrote a letter to the chairman of the governors, asking for “clarification”. Unlike most schools, the Emmanuel School does not publish the names of its governors in the school prospectus, and neither OFSTED, nor the Department of Education, knows who they are. OFSTED does give the name of the chairman as “Dr `Peter Vardy” (as does the school if you phone). It turns out that the learned Dr Vardy is one and the same person as Sir Peter Vardy, the man who gave the government two million pounds to pay for the school. Don’t worry about the “Dr” bit though –it is perfectly genuine. The University of Sunderland was generous enough to give him an honorary doctorate in business administration (after he generously gave the University £1 million). The Chief Inspector (by then changed) recieved a suitably emollient letter from Sir Peter, but did no investigation whatsoever. Ofsted gives the firm impression of having born yesterday.
It is hard to appreciate the manic fervour of Mr Layfield’s notorious speech from only two quotations. It used to be on the web site of the Christian Institute (www.Christian.org.uk), and that site is still worth a visit. Mr McQuoid is a major contributor (see quotation no 2), but other bits are well worth reading too, like the vigorous defence of beating children (don’t get me wrong –I know there are lots of sites that deal with that sort of thing, but this is different; it is holy beating).
Mr Layfield’s speech suddenly vanished from this web site shortly after Tania Brannigan (of the Guardian) told us what was going on. Luckily, though, some kind folks thought it was such an outstanding piece of work that should still be available to everyone (just go to http://www.darwinwars.com/lunatic/liars/layfield.html).
Time’s up folks. Put down your pens and now go out and vote.
This item appeared originally on my old Religion and Education page. It has been moved here because of the discussion that followed my review in the BMJ of Unscientific America and the discussion that followed, on this blog and on P.Z. Myers Pharyngula blog. Evan Harris MP and I were up against the head of fundamentist school that had been started by wealthy used-car dealer, Peter Vardy. Being rather daunted by the Oxford Union, I actually wrote down my bit. The order of speaking because Evan Harris had to rush back to the House of Commons to vote against the Iraq war. The rest is history.
Oxford Union talk on ‘faith schools’ and creationism
This debate is meant to be about ‘faith schools’, but I suspect that the differences between the views of my two friends opposite are rather large. Mr Brady will, I presume, advocate schools that teach conventional religious views, and that I take to be the topic under discussion. First let’s get the issue of Mr McQuoid’s view on creation out of the way before coming to the serious matter of the debate. We have to be clear about one thing -there is a spectrum of religious views and Mr McQuoid is at the extreme fruit cake end of that spectrum. A true flat-earther.
An article by John Burn & Nigel McQuoid; (ex-head, and head, of Emmanuel School) stated:
“There are those that argue that Science and Christianity can be harmoniously reconciled . . . We cannot subscribe to this view”
This appeared on the web site of the Christian Institute, and that site is well worth a look. Apart from promoting ‘young-earth creationism’, it has two other obsessions, the evilness of homosexuality and the desirability of corporal punishment of small boys. It is truly bizarre. Well, at least Mr McQuoid’s job is not to teach science, but the head of science in his school, Steven Layfield, said in a speech published on the same web site (in 2000)
“…if the Bible really is the Word of God – and the internal evidence is overwhelming – true Science will always agree with it.”
Science teachers should… “Note every occasion when an evolutionary/old-earth paradigm (millions or billions of years) is explicitly mentioned or implied by a text-book, examination question or visitor and courteously point out the fallibility of the statement and, wherever possible, give the alternative (always better) Biblical explanation of the same data”.
He is free to express that view, but it disqualifies him from teaching science. The speech from which this is quoted, incidentally, disappeared form the web site of christian.org as soon as the row became public -one does wonder why, but don’t worry you can still ready it at the quaintly named site http://www.darwinwars.com/lunatic/liars/layfield.html However offensive it may be that such extremism is subsidised by taxpayers money, however offensive it may be that no full inspection of his school has been carried out since he came to power, and however offensive it may be that the prime minister supported his views, it is an irrelevant issue for the purposes of serious discussion. The pope does not believe that the earth was created 6000 years ago, the Anglican church does not believe that the earth was created 6000 years ago, hardly anyone but Mr. McQuoid thinks that the earth was created 6000 years ago (except in some parts of the south USA). The number of people who have that capacity to deny the obvious will never be more than handful, and to that extent we need not bother any further about them, and we can get on with the real issue of religious schools. As the Bishop of Oxford (The Rt. Revd. Richard Harries) said (2002)
“Then there is science. Science is a God-given activity. Scientists are using their God-given minds and God-given creativity to explore and utilise God-given nature. Sadly, biblical literalism brings not only the bible but Christianity itself into disrepute.”
Now to the real question…
What is wrong with allowing parents to choose a school for their child that teaches the parents’ religious belief? At first sight this sounds quite innocent, apart from the fact that it is the parents’ religious belief, not the child’s. In any case there are not many parents in the country who have religious (well Christian) beliefs. No more than 7.5 % now go to church regularly, and recently, for the first time, the proportion who profess even a nominal attachment to the church fell below half (as did the proportion of parents who have children baptised).
Why, then, are religious schools quite popular? The reason appears to be that they are selective. The rules say that selection must be on religious grounds only, but it simply does not work out like that. It is bad enough that children’s access to education should depend on their parents’ religious views (or, not infrequently, on their parents’ skill at lying about their religious views). But of course, selection of some implies exclusion of others, and, it turns out, not only because of their religion. Religious selection leads inevitably to racial selection too. In Oldham, scene of the recent race riots, the christian schools are almost exclusively white. Selection by wealth occurs too. In Accrington a C of E school has 12.5% of special needs pupils, while its neighbouring non-religious school has 69.8%; eligibility for free school meals is and 5% in the C of E school and 33% in its neighbour (on average the factor is almost 2).
How could such a disgraceful state of affairs come about? I believe that, as so often, a look at history might help, so let’s go back to see how the world looked in 1820.
Apart from 9 years I have spent all my working life at University College London.
The relevance of that will be obvious if we recall that in 1820, there were only two universities in England, Oxford and Cambridge (though 3 in Scotland). Both Oxford and Cambridge restricted entry to members of the Church of England – not only did they exclude Jews, atheists and muslims, but they also excluded many christians -catholics, protestants and dissenters. They would, no doubt, have excluded Mr McQuoid from getting higher education. It was in this context that liberals and dissenters in London founded the University of London, soon to become known as University College London, with the specific aim of admitting good students regardless of their religious beliefs, and with providing them with non-sectarian education in science as well as humanities (there was little science in Oxford and Cambridge at that time). Despite prolonged opposition from Oxford and Cambridge, UCL opened its doors in 1828.
At that time the fiercely conservative Duke of Wellington had just, albeit reluctantly, made the transition from general to prime minister. Even his government passed measures to increase the rights of catholics and dissenters, but his implacable opposition to electoral reform led to his resignation two years later, to be replaced by the Whig administration of Earl Grey.
The country was in ferment and change was rapid -in 1830 the Liverpool-Manchester railway opened and Faraday’s work on electricity was well-developed. But the electoral system was still mediaeval. The ‘rotten borough’ of Old Sarum (an iron age fort and 7 inhabitants) had two MPs while Manchester, already busy with the cotton trade, had none at all. In 1831 three attempts at electoral reform failed in parliament, but Earl Grey had told William IV “it is the spirit of the age which is triumphing and that to resist it is certain destruction”. The next year, in 1832, Lord John Russell (grandfather of Bertrand Russell) successfully got parliament to pass the (first) Reform Act and the modern age of democracy had begun.
The political ferment was paralleled by scientific ferment -people were no longer constrained by dogma and authority and new ideas came into medicine and biology too.
After another 40 years, Oxford and Cambridge caught up, when the Universities Test Act of 1870 eliminated religious criteria for university entrance. After 1870 it became quite unthinkable that a selection for higher education should be dependent on what a person believed, or did not believe in their private lives about religion.
That was 1870. Now it is 2002.. Can you imagine Oxford reintroducing religious selection of undergraduates now? Yet my friends opposite, and the government, are supporting a view of education that started to vanish in 1828 with the foundation of UCL, and finally died in 1870 with the Test Acts. They are trying to set back progress not by 10 or 20 years but by 175 years.
What next? Bring back rotten boroughs?