Comment Writer Ethan Wahlhaus discusses the proposed necessity of philosophy in the UK education curriculum
The General Secretary of the UK’s National Education Union has urged for philosophy to be included in the school curriculum, emphasising the need for more open discussion on difficult topics.
Following the first anniversary of the 7 th of October attacks on Israel and the subsequent Gaza conflict, Union chief Daniel Kebede comments on the need for school children to form their own opinions on difficult world-events around them. On the incorporation of philosophy into the curriculum he states: “It is a dialogic approach that allows children to form their own opinions and come to a clearer understanding themselves of the world around them”. Kebede considers current requirements for political neutrality in school settings but urges this to be nuanced. “But it is valid and sensible to talk about the conflict and it obviously does relate to many parts of the curriculum”.
Tell Mama reports 141 incidents of hate-speech towards Middle Eastern and/or Muslim students.
Calls for these changes come following an increase in the number of hate-crime incidents in and around school communities. Two independent organisations, The Community Security Trust and Tell Mama have reported significant numbers of antisemitism and anti-Muslim hate in schools. 321 antisemitic incidents were reported by CST, including remarks affecting schoolchildren on their journeys to and from school. In a similar amount of time, Tell Mama reports 141 incidents of hate-speech towards Middle Eastern and/or Muslim students. Common amongst these was the labelling of students as “terrorists”.
Heads of these organisations have called for the benefits of constructive dialogue amongst young students. Iman Atta, director of Tell Mama, discusses the importance of individual identity in facilitating wider group cohesion. “Schools need to facilitate dialogue that encourages those of many identities to talk about who they are, what they believe and what commonalities we all share”.
“Schools need to facilitate dialogue that encourages those of many identities to talk about who they are, what they believe and what commonalities we all share”
Some schools have turned to external organisations to provide spaces for respectful disagreement, critical thinking and empathy. The charity Solutions Not Sides (SNS) provided education programmes for students, as well as teachers. Over 2,000 teachers and community leaders were trained in the navigation of “Israel-Palestine polarisation and hatred”.
The importance of how difficult topics are approached is significant. Sharon Booth, the director of SNS, says the effects of these programmes will “give the next generation the chance to define a future of peace, justice, equality, and a rejection of hate”.
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