In this episode we explore the critical distinction between schooling and education—and why it matters more than ever. Drawing from his book Through a Different Lens: Lessons from a Life in Education, Prof Dr Ger Graus OBE challenges us to rethink how we prepare children not just for exams, but for lifelong learning.

From conversations with Reggio Emilia's Carla Rinaldi to insights on India's National Education Plan, this episode examines how different systems approach the fundamental question: is schooling enabling education, or limiting it? Ger and Mark discuss the narrowing of curricula, the disconnect between political agendas and educational best practice, and the untapped potential of museums, libraries, and cultural institutions as essential learning partners.

With passionate calls for cross-party consensus on children's wellbeing and a reimagining of what it means to truly educate rather than simply school, this conversation is a rallying cry for parents, educators, and policymakers to refocus on what children actually need to thrive in the modern world—not the industrial revolution.

Key Quotes

"The better schooled you are, the better educated you can be if you wish to be."

"We don't talk about wellbeing, we talk about not wellbeing. The entire conversation is never about, oh my God, I feel so great. The entire conversation is, I feel so lousy."

"If you are going to study Shakespeare with children and young people...... they should either get the chance to see the play or to be in it...... you could not be in an outstanding school if you don't adhere to those things."

"The bar in England in that sense is set unbelievably low. Please do not look to England as an example of best practice."

Key Takeaways

1. Schooling ≠ Education - Schooling is a 10-15 year period within a lifetime of education (ages 0-99). In an ideal system, schooling should be an enabler that equips people to become lifelong learners, not just to pass exams or accumulate credentials.
2. The Dutch Advantage - The Dutch language uses the same word for teaching and learning, conceptually removing the artificial separation. This linguistic integration reflects a more holistic approach where teaching and learning are seen as complementary parts of the same process.
3. Cultural Institutions Are Underutilized - Museums, libraries, galleries, theatres, and music venues are crying out for audiences while schools struggle within narrow curricula. There's enormous untapped potential in creating systematic partnerships between schools and these cultural institutions to enrich both education and teaching.
4. We Need Cross-Party Consensus - Educational policy suffers from constant reinvention with each new government. Creating a consensus on core priorities (wellbeing, music, physical education, etc.) that transcends political cycles would provide stability and allow genuine progress rather than perpetual wheel-reinventing.
5. Shift from "Not Wellbeing" to "Wellbeing" - Current conversations focus on problems (obesity, knife crime, mental health issues) rather than positive wellbeing. Education policy should reframe the dialogue to proactively build wellbeing through entitlements like music, arts, and cultural participation—things that make us feel good, not just prevent us from feeling bad.

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