Insights

‘A future more discerning’: A tale of two systems Mr Stephen Woods, Director of English I really like our school song, for two reasons. The first of these is its inherent quirkiness; it’s a jaunty and original tune, not your run-of-the-mill rewording of a familiar anthem.  It starts with gusto, proceeds stridently, and ends emphatically. The tempo is brisk, and I get left behind. I belong to that half of the world’s population who come in half way through the line of a song anyway, so I have no chance with ‘Nil Sine Labore’. One of the line endings I do better is ‘a future more discerning’ which I like to do with a bit of a trombone-ey effect (a musical colleague tells me this is called ‘portamento’). The other, more edifying reason I like that line, is its use of ‘discerning’. It is why and how we inculcate and foster discernment that has had me…

Not to worry, she may just be experiencing curiosity… Ms Ruth Jans, Mackay Head of House Throughout history, curiosity has not always enjoyed its current status as a valued quality. Although Aristotle attributed it as one of the most important characteristics of humanity, writing that ‘All men by nature desire to know’ (Ross, 2012), throughout the Medieval era, a sense of suspicion prevailed about this concept. It was considered by many that curiosity was a sign of ignorance or of an unhealthy fascination with inappropriate knowledge, and therefore a sin. It wasn’t until the late seventeenth and early eighteenth centuries that philosophers began to view curiosity as ‘associated with acquisitiveness, an insatiable but laudable desire for knowledge’ (Brown, 2006, p143) and therefore elevate it out of sin and back into virtue. ‘Curiosity may be defined as a desire to know, to see, or to experience, that motivates exploratory behavior directed towards the acquisition of new information….and…

Sport builds character – but is there something missing? Ms Sally Northcroft, Director of Sport It is well documented that competitive sport provides a framework for us to develop our character in a setting where we learn how to co-operate with others, develop resilience and master specific skills. This is not a new notion and in fact was employed by the Ancient Greeks, adopted by British boys’ boarding schools as sport travelled around the globe before settling into American and Australian cultures.  The educational value of sport in any environment is well supported, however opponents to competitive sport also mount a strong argument. The evidence of sport-related cheating, aggression, and self-aggrandisement (to name a few) are outlined by Alfie Kohn in his case against competition. Based on the research, it is clear that by simply competing in sport there is no guarantee that a person will develop into a morally responsible, empathetic, respectful and well-balanced individual.…

Mr James Seaha, Director of Post-Secondary Planning Where is the ultimate learning space?  Is it the classrooms and laboratories of our schools and universities?  Perhaps it is the libraries, museums and galleries of the world.   If not, then it would certainly be the virtual space accessible in the comfort of our homes, local cafés or in our pockets.  Perhaps it is, in fact, not a space at all and the best learning comes to us from life’s experiences.  The answer to this apparently simple question could be as varied and complex as the learners themselves, or as simple as the concept of an ultimate learning space. On a recent visit to a French museum, I was reacquainted with the ideas of 18th century educator and philosopher, Jean Jacques Rousseau, whose thinking and writing in the fields of arts, education, politics and music helped to usher in French Romanticism and the French Revolution.  I remembered studying his…

Mr Brendon Thomas, Co-Director of Technology Studies Faculty John Seely Brown, co-chair of the Deloitte Center for the Edge, noted in the film titled Digital Media: New Learners of the 21st Century (2011), ‘Probably the most important thing for kids growing up today is the love of embracing change. In a world of rapid change, the need to memorize something is a 20th-Century skill. The need to navigate in a buzz of confusion and to figure out how to trust the information you find, if you can feel confident doing that, the world is yours.’ Technology plays a big part in this buzz of confusion, especially in schooling. Just how much are we investing in our students’ technological readiness for their living, learning and earning futures? (McWilliam, 2012). Over a decade of teaching and parenting has assured me that young people are curious learners; quite happy to navigate this whirlwind of digital confusion. But as they…

Mrs Emma Lowry, Head of England House “We ask ourselves, who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?” (Williamson, 1992) The last day of a school term is always filled with anticipation. This year, Year 11 students are particularly excited, as the last day coincides with the Combined Brisbane Grammar School and Brisbane Girls Grammar School Charity Social. There is a tangible buzz at this opportunity to socialise with the boys, to wear semi-formal dresses, and to don high heels and makeup. “I’m excited about wearing pretty new clothes and feeling special” said one student. It is an enjoyable night, on which girls readily compliment each another and they feel good about themselves. The Social is a significant milestone for Year 11; the perfect opportunity to feel confident and special. Such feelings however, are far from universal amongst the girls, and may in some cases run only as…

Ms Lorraine Thornquist, Director of Creative Arts “…the life of the arts, far from being an interruption, a distraction, in the life of the nation, is very close to the center of a nation's purpose- and is a test of the quality of a nation's civilization."—John F Kennedy. (35th US President (1961-63), 1917-1963) In his World Theatre Day message (27 March 2012), actor John Malkovich went to the heart of the matter of the role of the Arts: it is about framing the question ‘how do we live?’(Malkovich, 2012). Artistic nourishment is fundamental to our humanness, not only for us as the artist, but also for our interactions with the Arts as audience and in the utilisation of our creative skills, derived from the study of the Arts, which inform our personal and professional lives. How is this nourishment channeled and who ensures that it is not only available but clearly articulated and delivered? As an integral…