I grew up on cyberpunk science fiction, which deals with the moment when the future collapses into the present. This is our moment, when this future is both many years away and collapsing – in bits and pieces, here and there – into the present around us.
This, I think, is the twofold value of this document, both of which the discussion so far has touched on.
On the one hand, it reminds us that what education is for, and how we go about it, is contested. In this regard it is helpful because it enables us to more compellingly add our voices to this debate at whatever level we are given a voice, which may prove decisive at that level. The reason for this is that a contemporary liberal education as described in this document is fundamentally aligned with inquiry as we understand it, which means that we can use either to inform and strengthen the other. Think globally and act locally, but in the knowledge that enough local change can bring about global change
On the other hand, because a Signature Work, which by definition is inquiry-based, is a key component of a contemporary liberal education, we can either argue for a Signature Work where there is an openness to liberal education, or we can argue from a Signature Work, where it already exists (such as the EPQ), to a liberal education more broadly.
I will illustrate this more concretely, hopefully later this week.