The Compliant-Creative Worker: The Ideological Reconstruction of the School Leaver

2017 ◽  
pp. 173-192
Author(s):  
Heather Cathcart ◽  
Geoff Esland
Keyword(s):  
Author(s):  
Tom McLeish

‘I could not see any place in science for my creativity or imagination’, was the explanation, of a bright school leaver to the author, of why she had abandoned all study of science. Yet as any scientist knows, the imagination is essential to the immense task of re-creating a shared model of nature from the scale of the cosmos, through biological complexity, to the smallest subatomic structures. Encounters like that one inspired this book, which takes a journey through the creative process in the arts as well as sciences. Visiting great creative people of the past, it also draws on personal accounts of scientists, artists, mathematicians, writers, and musicians today to explore the commonalities and differences in creation. Tom McLeish finds that the ‘Two Cultures’ division between the arts and the sciences is not after all, the best classification of creative processes, for all creation calls on the power of the imagination within the constraints of form. Instead, the three modes of visual, textual, and abstract imagination have woven the stories of the arts and sciences together, but using different tools. As well as panoramic assessments of creativity, calling on ideas from the ancient world, medieval thought, and twentieth-century philosophy and theology, The Poetry and Music of Science illustrates its emerging story by specific close-up explorations of musical (Schumann), literary (James, Woolf, Goethe) mathematical (Wiles), and scientific (Humboldt, Einstein) creation. The book concludes by asking how creativity contributes to what it means to be human.


2013 ◽  
Vol 16 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Stephen McKinney ◽  
Stuart Hall ◽  
Kevin Lowden ◽  
Michele McClung ◽  
Lauren Cameron

The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage.


2018 ◽  
Vol 27 ◽  
pp. S210
Author(s):  
P. O'Sullivan ◽  
L. Ruane ◽  
E. Toms ◽  
A. Dahiya ◽  
S. Hayman

1988 ◽  
Vol 152 (6) ◽  
pp. 845-846 ◽  
Author(s):  
Meera Roy

A case of shop-lifting involving the father of a severely handicapped school-leaver is described. The need to support families during the transition of the handicapped person from school to a work environment is emphasised.


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