Glenn Adamson – “Thinking Through Craft”

Adamson, Glenn Thinking Through Craft, Oxford: Berg, 2007, pp.69-101. Print.

In the excerpt from Adamson’s book ‘Thinking through craft’, the relationship between skill and craft is investigated. Adamson discusses the implementation of ‘trade schools as alternatives to high schools’ that occurred in 1918 (Adamson 79). In this system, working class children were encouraged to attend the trade schools whilst children from wealthier families engaged in ‘intellectual pursuits’ (Adamson 79). This ‘inevitably raised questions of class prejudice’ and begins to ask how education should operate ethically and equally in society.

Education seemed to offer the possibility of ‘simultaneously improving economic development, social efficiency and social justice through social mobility’ and was one of the major features of modernity (Dale 295). It was introduced as a system where the individual’s status could be based on achievement rather than determined at birth (Dale 296). The boast of democracy and the ability to eliminate class prejudice was far from the reality. This education system became a new form of discrimination based on one’s perceived abilities and served to separate out individuals to maximise ‘economic efficiency’ (Adamson 79). The educational input and judgements of intelligence continued to be based on previous ideologies which effectively served to perpetuate ‘existing social relationships’ – which as sociologists emphasised - benefited only a minority. (Dale 295).

The end of last century did see a shift in the consideration of education. The key changes included; the separation of the state and the economy (which eroded the economic foundation upon which education was based), individualisation (resulting in increased personal responsibility), and dispersion of national power (Dale 306). Although these milestones were significant, much is still left un-answered. Education continues to have a prominent role in society and people are increasingly seeking higher education at a tertiary or post-graduate level. It is our generation’s responsibility to be critical of the objectives, outcome and implications that education can have, does have and will have on society.

Adamson, Glenn Thinking Through Craft, Oxford: Berg, 2007, pp. 69-101. Print.

Dale, Roger. “Education” Being Sociological. Ed. Steve Matthewman, Catherine L. West Newman & Bruce Curtis. New York: Palgrave McMillian, 2007. pp. 295-317. Print.