Customer Reviews

Therapy for all - By: R. Wynyard, 08 Sep 2008
Pupils taught how to be happy, the front page of the Sunday Times (07/09/08) stares out at me. This American scheme backed by New Labour is to be introduced into our schools to, "immunise youngsters from getting the blues by educating them at a young age." We are also told that the programme will be shown on Tuesday at a government backed (no less) conference on "wellbeing".
We must combat this nonsense is the messagein this excellent, incisive & groundbreaking book by Ecclestone & Hayes. It is a warning against the invidious creep of therapy into our education; inevitable they argue, as part of the UK therapy culture.
I agree that a dystopian modern world, where the credit crunch, sub-prime, Enron & junk bonds, failing banks & rising prices, is something to worry about. But to somehow go from this, to argue that the solution to all ills, is to increase therapy across the boardin education, is crazyin the extreme. Committing as it does, the category error of getting an 'ought' from an 'is'. It is 'commonsense,' that it's all therapy now, 'innit', is the increasingly accepted chant by those that should know better.
This debate has a longish history going back through Furedi, Nolan, Lasch & beyond. The uniqueness of this book is that it encompasses the therapeutic turnin all aspects of UK education, & related fields of culture & work. This book conjures up my own personal demons. In my current research into the initial diagnosis of diabetes, the psychology component is scattered throughout with, 'well being' questionnaires, 'quality of life' statements, 'interventionist techniques' all aiming to make things better.
The book gives the first frisson of excitement since my time at the London Institute of Education with Michael Young, Basil Bernstein et al. Their look into the social construction of knowledge may have taken a wrong turn at times, but I never doubted that something new & interesting was taking place.
So, it is with this book! In eight closely argued chapters, well supported by research, they argue that therapeutic education is profoundly dangerous with the argument "...that populist orthodoxies reflect & reinforce the concept of a 'diminished self', 'low esteem' & the making of 'emotionally fragile people'. Apart from pursuing their own take on the debate, chapter eight gives a useful summary of their critics' views.
This is an important book appealing to all interestedin the state of education, & why the mantra of 'education. education, education' isn't working. Simply using a soft notion of therapy to plaster over glaring gapsin funding & resources, is not the answer & is an insult to the intelligence.
If you buy only one serious book this year, this is the one to get.