"World going to pot? No it's a trick of the mind." Such was the headline in an odd little story, just the sort of thing that catches the eye and then is quickly forgotten, in yesterday's The Times (£Murdoch paywall).
The headline gives the gist of the article, which begins:
The majority of people suffer from “declinism”, the belief that the world is worse than it used to be, discounting the benefits of medical progress, new technology and improved living conditions, according to research.
However, people are victims, not of pessimism, but a “memory bump”, which means our strongest recollections date back to the ages of 15 to 25, when life just feels better, psychologists said, distorting our view of the present.
The article was based on research "on the scale of declinism in the UK" conducted for a BBC Four programme The Human Zoo.
Anyway, I read it and forgot about it. Until this lunchtime when it popped in to my head again, attached to a question as to whether there was any relevance to CE.
One regularly comes across the idea, in CE as well as elsewhere, that "early years" are critically important. One sees that so often, it's almost become a 'given' of all discussion. But what if other periods in life, too, have their particular critical qualities?
What if people with CP no less than the general population experience 'declinism' in their older age? How critical, then, is the quality of their life experiences in that period of transition through 15 to 25, from teenage years to adulthood, from school to (what? work?)? And if this period is so critical it affects our mind and habits of thought in older age, what sorts of experiences should be had (or provided) at that time when, as The Times writer says, "Youth naturally bestows feelings of optimisim and adventure ... a crucial stage of life when numerous first-time experiences take place, giving life a richer quality." And if so, what should this period, covering later school years and college years, include in both formal and informal opportunities?
But the question I am heading towards is, of course, what should a conductive education programme for these years look like? And how might conductors be prepared for working in such a programme?
Perhaps part of an answer perhaps lies in "well-being", in the sense intended by the work of the New Economics Foundation "Five Ways to Wellbeing". The Five Ways are: Connect, Be Active, Take Notice, Keep Learning and Give. "The concept of wellbeing comprises two main elements: feeling good and functioning well. Feelings of happiness, contentment, enjoyment, curiosity and engagement are characteristic of someone who has a positive experience of their life. Equally important for wellbeing is our functioning in the world. Experiencing positive relationships, having some control over one’s life and having a sense of purpose are all important attributes of wellbeing." (Download the NEF report via this link).
With the Children and Families Act 2014 potentially extending an entitlement to an Education, Health and Care Plan to 25 years, maybe there is something in this 'declinism' perspective that leads us back eventually to questions of curriculum and pedagogy for these 15-25 year olds, after all?
Just a thought. Now I must go and do something important, as they say.