Educational concepts are aspects of development which have established themselves throughout the ages. As a social function, education reflects all the relevant expressions of life whether they are social, political, economical or religious. Educators are constantly activating these aims, translating and propagating them by advancing conformant theories and techniques.
When social progress is fast and intensive, the revolution in education becomes more profound. As a result, educational theory and practice are still ever-changing. The urge for reform and reconstruction results in education being in a constant state of flux. In modern times, the industrial and technological revolution has been accompanied by related development of educational theories both in the social-political life and in the education system of teaching techniques.
Education has taken different directions through new trends advocated by progressionists such as A.S. Neil, Dewey, Marx, Karl Mannheim, Jakson, Marsden, Douglas Holly and many others. Education has shifted from the elite to the masses, individualism has given way to communal interest, idealistic and aristocratic education became realistic, utilitarian and democratic. Due to social upheavals and changes in our cultural pattern, educational thought and practice will continue to undergo further changes.
The content of the school curriculum has always been a major issue, constantly reviewed and discussed. Some time ago, the main objection was that since the typical school curriculum reflects middle class values, it was considered unsuitable for working class children. It was argued that since schools have been considered conservative institutions, they could give rise to little or no social mobility. Consequently they impart a value system based on middle class culture. Two questions emerged: could working class children adapt themselves to the then existing system? And should the curriculum be replaced by another reflecting working class culture? Some tend to believe that any culture and knowledge is as valuable or worthless as any other.
In capitalistic countries the question of the quality of education had always been hotly debated, particularly during the 19th century. The major class divisions created social barriers and as a result, some reformers stressed their belief that education for the working class needed not be too elaborate. Such reasoning conflicted with those who desired real education for the masses as well. Those reformers were at that time considered radical, daring to propose a solution by making middle education available to all.
The process of formal learning in schools is only a part of education, but it is imperative and of the utmost importance. The adherents who insisted maintaining the preservation of selectivity, advocated the setting up of more private schools when the decision to adjourn the curriculum in state schools was taken.
Consideration had to be given to the fact that compulsory schooling necessitated the need to provide teaching for all students, including the two per cent of the population who could not benefit from any type of teaching, another two per cent who are mentally disabled and about 28 per cent considered dull and slow learners.
While the progressive movement laid the foundations of the new education, more and better schools were built, education became child-centered. At the same time, the adherents of private schooling advocated the preservation of selectivity; private education remained so, at times even very rigid. State education had to provide schooling for all types of children. Mixed ability classes create difficulties, as an attempt to make all children advance at the same rate is bound to fail.
It follows that education being child-centred, cannot fail to eliminate streaming completely. Many are the reasons favouring streaming, not necessarily rigid streaming. In a mixed ability class, mentally disabled children become discouraged and fidgety, frustrated and at times even troublesome. Teachers encounter pressure and constant difficulties.
Teaching classes of mixed ability students is very difficult and demanding. In fact, it is recommended that mentally disabled children need to be taught in classes containing small numbers of students. Mentally able and disabled children need a different treatment and a separate approach which is very difficult to attain, if they are attending the same class.
The opinion of many is that in unstreamed classes, mentally disabled children tend to be neglected.
Though it is an accepted fact that children learn better in a homogeneous group and that streaming is not selectivity, there are those who do not favour streaming. At the same time, however, selectivity continues to be advocated and preserved in private schools as rigidly as before or even more.
What is really feasible, practical and decisive? What is the opinion of teachers? Do they favour mixed ability classes or streamed ones? The main question requires a definite, objective and reasonable decision, rather than a theoretical or sentimental answer.
Mr Camilleri is an educator, head of school, University lecturer and education researcher.