Alain de Botton: Education is what makes us fully human

Continuing our What Makes Us Human series, Alain de Botton attacks the notion only skills, not wisdom, can be taught. This is a mistake, he argues. Philosophy, literature, history, art and film can prepare us for life's most difficult challenges.

I want to suggest that what makes us fully human is education. Education gets taken seriously in our society. Politicians speak about it constantly, as do other public figures. At the moment, the consensus is that education needs to get better, by which people mean that our exam results have to get more impressive and that we have to become more skilled at competing with other countries, especially China – and particularly in maths. In this account, the point of education is to make you a good worker, able to pull in a good salary and help the GDP of the nation.

This is a great ambition – but is it the only ambition we should have for education? I want to argue that the true purpose of education is to make us fully human. By this, I mean that education should help us with the many ways in which we end up less than we can be. Entering adult life without any technical or professional skills is a disaster, for oneself and society, but there are other, equally problematic ways to be. And the one that interests me is emotional health. I think our education system leaves us woefully unprepared for some of the really big challenges of adult life, which include:

  • how to choose a life partner;
  • how to manage a relationship;
  • how to bring up children;
  • how to know ourselves well enough to find a job we can do well and enjoy;
  • how to deal with pressures for status;
  • how to deal with illness and ageing.

If you took any of these problems to a school or university in the land, the teachers would look a bit scared and tell you to go and talk to a GP or a therapist. There are plenty of insights out there – they’re on websites and in books, films and songs – but rarely are they presented systematically to us. You can be in your late fifties by the time you finally come across stuff you needed to hear in your late teens. That’s a pity. We have constructed an intellectual world in which educational institutions rarely let us ask, let alone answer, the most serious questions of our deeper human nature. We shouldn’t be surprised at the levels of divorce, mental breakdown and sheer unhappiness in the nation. We aren’t taking these issues seriously. It’s very im - portant to know the capital of New Zealand and the constituents of the periodic table, but such facts won’t enable one to sail through life unscathed.

What we need above all is to grow more familiar with the idea of transmitting wisdom down the generations. That’s one of the key roles of education, in my eyes.

The purpose of all education is to spare people time and error. It’s a tool whereby society attempts to teach reliably, within a few years, what it took the very brightest and most determined of our ancestors centuries of painful effort to work out.

We accept this principle when it comes to science. We accept that a university student enrolled today on a physics degree can, in a few months, learn as much as Faraday ever knew – and within a couple of years will be pushing at the outer limits of Einstein’s unified field theory. This same principle tends to meet fierce opposition when it comes to wisdom. Here educationalists often say that wisdom is not something that one person can ever teach another. But it is: there is more than enough information about overcoming folly, greed, lust, envy, pride, sentimentality or snobbishness in the canon of culture. You can find answers in philosophy, literature, history, art and film. But the problem is that this treasury is not sufficiently well filleted and skilfully dissected to get the good material out in time.

No existing secular institution sets out to teach us the art of living. Religions of course have a shot at this – they constantly want to teach us how to run a marriage or find the meaning of life. They are not wrong to do so. It’s just that more and more of us aren’t convinced by their specific explanations. What they are trying to do, however, is hugely important and something that non-believers should learn from.

In my ideal school of the future, you might learn about geography and maths, but you would also be taught about the big challenges of life: how to be a good partner, how to stay sane and how to put the small amount of time we all have on this planet to the best possible use.

These are subjects that we need to monitor with all the manic attention we currently give our maths scores. At the end of the day, they are as important, if not more so, in deciding whether this country will be a flourishing and happy place.

Alain de Botton’s most recent book is “Religion for Atheists” (Penguin, £9.99).

This article is the eleventh in our “What Makes Us Human?” series, published in association with BBC Radio 2 and the Jeremy Vine show

Accumulating "hard facts" counts . . . and so should a knowledge of what makes for balance and personal growth. Photograph: Irina Rozovsky, Untitled (One to Nothing), (2011)

This article first appeared in the 15 July 2013 issue of the New Statesman, The New Machiavelli

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Women don’t make concept albums: how BBC Four’s When Pop Went Epic erases popular music’s diverse history

Why are the only albums blessed with the grandiose description of “conceptual” the ones made by white men?

Tonight, BBC Four airs a documentary exploring the history of the concept album called When Pop Went Epic: The Crazy World of the Concept Album. Presented by prog rock veteran Rick Wakeman, the programme set out to “examine the roots of the concept album in its various forms”, as well as cycling through the greatest examples of the musical phenomenon.

“Tracing the story of the concept album is like going through a maze,” says dear old Rick incredulously, while ambling round a literal maze on screen, just so we fully get the symbolism. But if the history of concept albums is a labyrinth, Wakeman has chosen a gymnastic route through it, one filled with diversions and shortcuts that studiously avoid the diversity of the format’s history. He imagines the concept album to begin with Woody Guthrie’s 1940s record about poverty and class struggle in America, Dust Bowl Ballads, following on with Frank Sinatra’s Only the Lonely (1958) and The Beach Boys’ Pet Sounds (1966), before moving on to big hitters like Sgt Pepper and Tommy. It quickly seems apparent that the first albums blessed with the grandiose description “conceptual” are the ones made by white men, and Wakeman’s history credits them with inventing the form.

What about Duke Ellington’s Black, Brown and Beige (1943-58), a history of American blackness? Miles Davis’s Milestones, a 1958 LP-length experiment with modal harmonies? Sun Ra’s particular blend of science fiction and Egyptian mythology on albums like The Futuristic Sounds of Sun Ra (1961)? When Wakeman reaches what he considers to be the first from a black artist, Marvin Gaye’s What’s Going On , he notes that it “comes from a musical culture where the concept album was quite alien”.

Certainly, Motown was a towering monument to the power of the single, not the album, but we know that one of Gaye’s greatest inflences was Nat King Cole: why not mention his 1960 concept album, centring  on a protagonist’s varied attempts to find The One, Wild Is Love? Wakeman does recognise the importance of black concept albums, from Parliament’s Mothership Connection to Public Enemy’s It Takes a Nation of Millions to Hold Us Back and Kendrick Lamar’s To Pimp a Butterfly, but his history suggest black concept albums begin with Gaye, who is building on the work of his white predecessors.

It takes rather longer for Wakeman to pay his respects to any conceptual woman. 53 minutes into this 59 minute documentary, we discover our first concept album by a woman: Lady Gaga’s The Fame. The only other female artist discussed is Laura Marling, who, perhaps not coincidentally, is also a talking head on the documentary. That’s two albums by women out of the 25 discussed, given cursory attention in the last five minutes of the programme. It feels like a brief footnote in the epic history of conceptual albums.

Jean Shepherd’s Songs of a Love Affair is perhaps the earliest example of a female-led concept album that springs to my mind. A chronological narrative work exploring the breakdown of a marriage following an affair, it was released in 1956: Shepherd has a whole two years on Sinatra. Perhaps this is a little obscure, but far more mainstream and influential works are equally passed over: from themed covers albums like Mavis Staples’ duet record Boy Meets Girl to more conventionally conceptual works.

The Seventies was a decade that did not solely belong to pasty men rambling about fantasy worlds. Female-fronted concept albums flourished, from Manhole by Grace Slick, conceived as a soundtrack to a non-existent movie of the same name (1974) and Joni Mitchell’s mediations on travel in Hejira (1976), to Bjork’s debut, an Icelandic covers album (1977), and Heart’s Dog & Butterfly (1978).

The Eighties were no different, featuring gems like Grace Jones’ Slave to the Rhythm (1985), which pulled a single track into a wild variety of different songs; the Japanese distorted vocal experiment Fushigi by Akina Nakamori (1986), and Kate Bush’s playful faithfulness to A and B sides of a record, producing “The Ninth Wave” as a kind of mini concept album on Hounds of Love (1985).

Wakeman skips over the Nineties in his programme, arguing that conceptual works felt hackneyed and uncool at this time; but the decade is peppered with women making thematically unified works from Madonna’s Erotica (1992) to Hole’s mediations on physical beauty and trauma, Live Through This (1994) and The Miseducation of Lauryn Hill (1998).

Since then, women arguably led the field of conceptual albums, whether through the creation of alter egos in works like Marina and the Diamonds’ Electra Heart, Beyoncé’s I Am… Sasha Fierce or through focusing on a very specific theme, like Kate Bush’s 50 Words for Snow or in their storytelling, like Anaïs Mitchell’s Hadestown and Aimee Mann’s The Forgotten Arm. Wakeman includes no black women artists in his programme, but today, black women are making the most experimental and influential conceptual records in modern pop, from Janelle Monáe and Kelis to Erykah Badu, and, of course, Beyoncé. It’s no coincidence that Lemonade, which would have been considered an abstract conceptual album from a male artist, was immediately regarded as a confessional piece by most tabloids. This issue extends far beyond one documentary, embedded in the fabric of music writing even today.

Of course, concept album is a slippery term that is largely subjective and impossible to strictly define: many will not agree that all my examples count as truly conceptual. But in his programme, Wakeman laments that the phrase should be so narrowly defined, saddened that “the dreaded words ‘the concept album’ probably conjure up visions of straggly-haired rockers jabbering on about unicorns, goblins and the end of the world”. Unfortunately, he only confirms this narrative with a self-serving programme that celebrates his musical peers and friends, and ignores the pioneers who would bring variety and colour to his limited classification. 

Anna Leszkiewicz is a pop culture writer at the New Statesman.