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The Bullring. A Classroom Experiment in Moral Education PDF

172 Pages·1970·2.325 MB·English
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THE BULLRING A CLASSROOM EXPERIMENT IN MORAL EDUCATION by A. J. GRAINGER PERGAMON PRESS Oxford - London · Edinburgh · New York Toronto · Sydney · Paris · Braunschweig Pergamon Press Ltd., Headington Hill Hall, Oxford 4 & 5 Fitzroy Square, London W.l Pergamon Press (Scotland) Ltd., 2 & 3 Teviot Place, Edinburgh 1 Pergamon Press Inc., Maxwell House, Fairview Park, Elmsford, New York 10523 Pergamon of Canada Ltd., 207 Queen's Quay West, Toronto 1 Pergamon Press (Aust.) Pty. Ltd., 19a Boundary Street, Rushcutters Bay, N.S.W. 2011, Australia Pergamon Press S.A.R.L., 24 rue des Écoles, Paris 5e Vieweg & Sohn GmbH, Burgplatz 1, Braunschweig Copyright (g) 1970 A. J. Grainger All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photo- copying, recording or otherwise, without the prior permission of Pergamon Press Ltd. First edition 1970 Library of Congress Catalog Card No. 70-104001 Printed in Great Britain by the European Printing Company, Bletchlcy This book is sold subject to the condition that it shall not, by way of trade, be lent, resold, hired out, or otherwise disposed of without the publisher's consent, in any form of binding or cover other than that in which it is published. 08 006972 X (flexicover) 08 006973 8 (hard cover) For ALICE and JAMES "The field in which it is most important that ordinary boys and girls should learn to exercise a common-sense judgement quickened by imaginative insight is that of personal relations. . . . This is not something which can be taken for granted or left to traditional methods of indoctrination. In a contracting world, where all men are neighbours but by no means necessarily friends, everybody needs an education of the imagination and the will to enlarge the area of his concern and acceptance of responsibility." Half Our Future, THE NEWSOM REPORT F O R E W O RD IN spite of what the author has to say, it is possible to read this book and overlook the fact that it is essentially a serious treatise on "moral education". This is mainly because the presentation is so beguiling, the experiences recorded so vividly alive, and the com- mentary so free from categorical imperatives that it is not easy to credit it with a moral purpose. Morality, like medicine, must traditionally be dispensed in nasty doses. The term itself, "moral education", has a musty Victorian odour about it that conjures up quiet classrooms engaged in catechetical instruction on the finer gradations of sinfulness. The implicit aim of such teaching was to produce good children, that is to say, not good for anything in particular but compliant, conforming, and controlled. The teaching itself was often no more than preaching reinforced by dire threats of present punishment and future perdition. The first step away from this de-moralizing approach was an attempt to socialize morality and moral teaching. Dewey, along with other progressive educators, began to insist that morality was not derived from books but from life and that teaching morality had as much influence on character development as information about the mountains of Asia. Good social feelings and social perceptions could be developed only through a genuinely social medium such as, to use Dewey's expression, "a miniature social group in which study and growth are incidents of present, shared experience". This was an argument for the use of group techniques which was as far as Dewey could go or wanted to go. The next step was ushered in by developments in psychoanalysis and led to a psychologizing of morality with the addition of such new dimensions as the "super-ego" and the "unconscious". How to introduce these radical ideas to a school system seemed at first an ix χ FOREWORD insuperable task, the only solution to which was the creation of a special school. This was done and quite successfully in a number of so-called progressive schools, but it still left the ordinary school out of touch with the new developments. More recently, there have been a few attempts to introduce the dynamics of morality to the ordinary school in the guise of a be- havioural science curriculum purporting to acquaint the students with recent developments in the field of human behaviour. The course generally consists of exercises making use of laboratory equipment that seek to focus the child's attention on psychological processes taking place within him. From all accounts, the children are generally entranced with these psychological games and soon find that the classroom atmosphere thus generated is highly con- ducive to the loosening of speech and feeling. Exulting in the new- found freedom, the children tend to switch from the initial cognitive and perceptual tasks to those involving group dynamics such as role playing and social interaction, and, within a short time, it becomes abundantly clear that these curricular innovations are little else than a pretext for the formation of miniature social groups intent not only on sharing experiences but doing so on every level of consciousness. Since, however, it is based on a curriculum that can be spelled out in the school brochure, this approach is not as mystifying and, therefore, as threatening as a blatantly free discus- sion group. The educational establishment is apt to treat it indul- gently as a bee in someone's bonnet, a piece of lunacy to be tolerated in the service of broadmindedness. It is prepared to recognize that certain teachers are inclined to pass through peculiar phases when they experience the itch to be different or to try something different, and that if permitted to do so, the afflicted members may hopefully work the madness out of their system and revert to normal, educa- tional practice. At the same time, the establishment is eternally vigilant lest some apparently innocuous novelty turns out to be a Trojan horse with a great potential for generating enormous and devastating changes. Within the confines of minimal change, how- ever, educators are quite aware that a certain amount of mild experi- mentation is very good for the liberal reputation of a school and FOREWORD xi may attract interest and attention from higher educational circles. The "Bullring" takes quite a different approach, and there is nothing stealthy or disguised about it. Not only is the teacher without a curriculum, but the very title by which the class comes to be known is guaranteed to raise the hackles on the necks of the traditionalists. It suggests excitement and violence, attack and counter-attack, cruelty and courage, and, somewhere along the line, perhaps a dreadful moment of truth. As in a Kaff ka novel, it is never made clear who is what in the elaborate metaphor that dominates the proceedings. We never discover who is the matador, who the bull, the picador, the judge, or the spectator, but there is a vague indication that the roles are all interchangeable. The situation is, therefore, an open invitation to fantasy, and it is not at all sur- prising that the participants take full advantage of the occasion and seem even to plead for rnore. The author's own conceptions of the Bullring are as free-floating as the fantasies of the children. For him it is sometimes a home, sometimes a prison, and sometimes a castle wall, meaning that you may feel at ease in it, incarcerated by it, or kept outside it by the invisible barrier of non-acceptance. Moreover, he is not content simply to experience the Bullring for what it is, but he also wishes to understand what happens in terms of theory. His theoretical sources are many and varied; he uses psychoanalysis (Klein and Winnicot especially) for the individual response; group theory and Τ group theory (Bion, Berne and others) for the interactional response; several classroom theorists (Wilson, Morris) for the educational response; and last, but by no means least, literature (Golding, Grimm) for the imaginative response. This adds up to a surprisingly rich depiction of the events taking place within the ring, and where his usual sources fail him, the author is not above drawing on Zen buddhism and other esoterica. The "Bullring" as an experience can be viewed from the orienta- tion of the teacher and from the viewpoint of the children. All the participants in the ring are at various times perplexed and groping, and the confusion and understanding and purpose increase with the pandemonium. Yet, even when it looks as if it is simply not xii FOREWORD going to work and that chaos and confusion will prevail, the magic of the transactional process gradually begins to exert its peculiar influence so that group formations surprisingly begin to evolve. The psychological task for the child within the "Bullring" is to become "real", to see himself as others see him, and to resolve within himself what Piaget once referred to as the two moralities of child- hood, the one bowing respectfully towards the adult and the other emerging from social interaction with peers. In the ring, the two moralities are further duplicated by the sex factor which infuses its own specific differences in moral outlook into the group situation. The morality of the child, when confronted by the morality of the adult, may become unsure of itself and withdraw into resentful silence. Erikson once spoke of the humiliation of being a child, and there is no doubt that children react to this humiliation by either becoming cocky, aggressive, and attention-seeking or shy and subdued. The protocols in the book faithfully record many of these responses. The trust, to which the children so often refer, is closely related to the consideration offered to the child by the adult. I am reminded by one of Piaget's studies in which children were asked how they felt about being pushed aside by adults or ignored by shopkeepers when they went shopping. The younger ones tended to affirm that adults had priority because they were more important and busier people, but with the older children what emerged was the deep resentment over the humiliation of not being considered. It seems to me that what the author tries to do over and over again with the young people in the "Bullring" is to give them back this consideration. In their enthusiasm at obtaining this, some of the children go overboard and become rude and inconsiderate them- selves, but over a period of time many of them seem to acknowledge the golden worth of this attitude. Under its aegis, the children settle down gradually in the "Bullring", violence diminishes and the bull and the matador sit together in fraternal dialogue. I cannot help feeling that the teacher in the "Bullring" has a much tougher assignment than the conductor in a therapeutic group. Not only is the conductor the therapist and nothing else, but he also confines his contact to the group. The teacher, on the other FOREWORD xiii hand, has to play two separate roles; in the one he is a dynamic interpreter of human behaviour perceiving what goes on in front of him in terms of the dynamic theory of the unconscious and reacting to it with analytic detachment, and, in the other, he reverts to being a traditional teacher preserving discipline in the ranks of the students and, at the same time, helping them to process large amounts of information. It is hard to work as a divided self with professional pulls in different directions. The difficulties are further magnified by the large numbers in the group and by such extraneous distur- bances as visitors, none of whom are generally permitted in a thera- peutic group. Nevertheless, when all is said and done, what comes through in this remarkable piece of reporting is the success of the venture. The visitors are impressed, but of more importance, the children them- selves hand out naive but honest testimonials. One cannot help but be impressed by the sincerity and integrity of the author. On my ratings, he scores highly on most of Wilson's moral categories, especially "phil" and "emp", and is, therefore, by definition a good model of the "morally-educated person". He has the capacity of an analyst to look at himself and within himself, and when he makes mistakes, as any innovator must, he reports them without gloss. We get to know when the children hate him and when they love him, when they respond to his patience, his permissiveness, and his tolerance for regression, and when they are exasperated by his psychological interpretations, his "nosiness", his use of "Freudian hog wash", and his earlier tendency in the group to interrogate too much. WTe find, as we move from the first to the second "Bullring", that he is becoming more skilful in interpretation, less intrusive to the group dynamics, more inclined to deal with the group than with the individual, and less likely to fall back on sociometric tests, tape recordings, etc. He is also increasingly aware that rules and regulations (even those deriving from the Tavistock) are a function of the security of the group leader and that with experience he is able to leave more to the good sense of the children. At this point the group can become a mutually creative experience for all con- cerned, so that the teachers not only teach and the students not only xiv FOREWORD learn, but both are involved together in the process of psychological growth and understanding. This brings me finally to the unrecorded larger group made up of the author's colleagues of whom all were invited to the "Bullring", but only a few chose to come. One takes it that the author experienced his share of criticism as well as compliment and was no doubt ex- posed to all the arguments of tradition and veiled threats from "anonymous authorities" when the noise level and the acting out reached a critical level. It is hard to deal with resistances and resent- ments in children but even harder when these emanate from one's colleagues. The author has convinced himself and has certainly convinced me that the "Bullring" worked to the advantage of the children; there was no reason to doubt that it would not work equally well for the teachers. They, too, have their need to under- stand and to be understood, to feel and to be felt, to accept and to be accepted, to tolerate and to be tolerated, to change and to be changed. Why not then a "Bullring" for teachers? I, for one, will be anticipa- ting with great interest and high hopefulness the author's next step in this direction. E. JAMES ANTHONY Washington University School of Medicine, St. Louis, Missouri, U.S.A. PREFACE THE principle of encouraging children to find out for themselves and to conduct their experiments with the raw material of common everyday objects is well established in the earlier years of schooling— say, from 5 to 12. But the young adolescent is beginning to move away from the world of "objects" and finds the world of "persons" of more immediate and intense concern, questions of identity— "Who am I?", and questions of morality—"What ought I to be thinking and doing?" are of pressing importance. This book is an attempt to show one way in which the principle of encouraging children to find out for themselves at first hand, so well understood during the first years at school, may be adapted to help older children in the understanding of the world of persons. The Bullring tried to provide a safe area in which young adoles- cents could find out for themselves what sort of persons they and their friends and their enemies were in relation to one another. It was thus an attempt to extend the principle of free discovery into the realm of personal relationships, to help children to discover themselves and to discover a morality by which to live. Since the Bullring was in essence an experience of personal relationships and not merely a discussion about them, it follows that the children and the teachers were in an unusual sense "at risk". However, I believe that the risks taken were justified by results, and that unless we, as adults, will risk being personally in- volved in the moral education of children, such education is likely to remain an affair of the head without ever touching the heart. Leicester A. J. GRAINGER Note—Pseudonyms for teachers and children have been used throughout, and in some cases the identity of the teachers has been further disguised. XV

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