Have you ever wondered why we should spend time on subjects like art, craft and music in school? Susanne Nyström thinks the school should have less time for culture and the student's own choice, but we can take a look at how culture not only enriches our lives but also enriches our learning.
Culture makes us human
So, why is culture so important? To understand this, we must first look at culture as part of our humanity. Culture defines us as human beings, and it distinguishes us from other creatures. Through art and music we explore not only creativity, but also our history and mathematics. Culture acts as a time machine that carries with it stories and knowledge from the past, and it gives us insights into complex subjects.
More edible substances not so good
Some debaters want more useful subjects like web design or business administration in school. But such more food-useful substances have in common that they often want to favor crematistics. Krematistics was for the Greeks a lower form of economy. Krematistics was the art of stacking money. Economics is the science of society as a common house with laws. These laws state that if the resources constantly flow to everyone in the community and nature gets its needs met, the house decays. If money is piled up, it causes the flow in the house to stop.
Culture and learning
Researchers who Elliot W. Eisner, James S. Catterall, and Dr. Shirley Brice Heath have convincingly shown that cultural education has a profound impact on our ability to learn and understand other subjects. Their research highlights how art, music and cultural production can deepen our knowledge in a variety of subjects. By participating in cultural activities, such as painting and music, we open doors to better understanding of subjects such as mathematics, history and science.
But how does culture affect our learning? David Rock, who has studied brain function, has shown that relaxed playfulness is the key to creative problem solving. Free activities allow us to relax and explore with our creative minds. It helps us develop our ability to learn and understand complex subjects in an engaging and new way.
Part of our development
Teaching about cultural heritage is also an important aspect of our common future. By teaching our children to create, appreciate and participate in cultural expressions, we create a continuity that binds us to the lifestyle and experiences of previous generations.
So, when Susanne Nyström questions the subjects of image, crafts and music in school, she misses the value of culture as a cornerstone for our humanity and our learning. It is through culture that we enrich our lives and create a more knowledgeable and diverse future. Culture in school is not only a necessary treasure – it is a key to understanding the whole world better and creating a more equal, free, responsible and ecological tomorrow.
We already have a problem with finger blind children. Let's not make it worse!
Let the children learn to work with their hands, thread a needle, sew, screw, nail, carve, work with clay, express themselves with paint, play the piano, play the guitar, write by hand, tie their shoes, fold and cut. Why shouldn't they have the right to develop fine motor skills?
They should also be allowed to express themselves through music, art, poetry, etc. If they are also given the opportunity to discover and appreciate the work of others, it provides an inner development that is difficult to measure.
In addition, subjects such as crafts are an opportunity to test what you have learned in, for example, maths. It is important to be able to use your knowledge in practice.
So wisely said
By practicing some instruments in music we can develop in history, mathematics and research. So if we play the guitar we can become better at math. If we learn to paint by using motifs and colors, we can become good at history, because you also read art history, which deals with different art styles, and look at the paintings of famous artists. Practicing free subjects gives us increased opportunities to carry out research within our ordinary knowledge.
Just
The more we know and can do, the better. But there is a problem here. The school leadership begins to put in the upper secondary school for the majority. For some it starts even earlier, for some it only starts in high school, some may make it through high school.
And the school path means that what the school offers is covered by a gray blanket. Things that have occurred in a school context are then avoided as an adult, because it tastes like duty.
It's a balancing act here. For my part, I would prefer to see the school end after 6-7 years like in my parents' time, i.e. the 30s, i.e. before the school leadership has had time to really hit. Then there should be a year's compulsory work with things that a 14-year-old can handle. And then society must offer further education for everyone who has realized that you won't get anywhere without it.
Preferably in folk high school form. Among other things, Folkhögskolan created the most intelligent generation of politicians we have had in this country.
Is there something in it.