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

JOHN OGILBY/PRIVATE COLLECTION/BRIDGEMAN IMAGES
Show Hide image

Why did Britain's first road atlas take you to Aberystwyth?

Alan Ereira's new The Nine Lives of John Ogilby tells the story of a remarkable book – and its remarkable creator.

John Ogilby was a talented dancer with a bright future. Performing at White Hall Palace in February 1619, the 18-year-old leapt higher than ever to impress the watching James I and his queen. But then, crashing to the floor with a torn ligament, Ogilby never danced again. It was one of many misfortunes he overcame in a remarkable life. He went on to become a theatrical impresario, the deputy master of the revels in Ireland, a poet, a translator and a publisher of ancient classics. He even organised the public celebration of Charles II’s coronation. He was also an accomplished soldier, sailor and spy, as Alan Ereira reveals in this entertaining account of his “lives” and times.

It was a remarkable collection of lives for a man born in Scotland in 1600 and raised in poverty, the illegitimate son of an aristocrat. Yet Ogilby’s greatest achievement was to put Britain on the map when he was appointed “His Majesty’s Cosmographer and Geographick Printer” in 1674. His Britannia is the first detailed road atlas ever made. It opens with a map of England and Wales showing, he wrote, “all the principal roads actually measured and delineated”. It contains a hundred or so beautifully engraved plans of roads as winding ribbons sliced into sections. Rivers, forests, villages and bridges are included as landmarks.

Embracing the new science of measurement and experiment championed by the Royal Society, Ogilby’s surveyors used a wheel with a circumference of 16ft 6in and a handle that allowed it to be pushed along, as well as a clock face that recorded journey distances. With no universally agreed length of a mile, Ogilby chose 1,760 yards. Britannia led to the accurate measurement of almost 27,000 miles of tracks, paths and roads, though only about 7,500 are depicted in the atlas at one inch to the mile.

Britannia was published in September 1675. There were few who could afford it, at £5 (roughly £750 in today’s money), and it was too heavy to carry. Instead, travellers found their way around the country by following printed itineraries, with lists of the towns to pass through on any particular journey.

Britannia is not, as Ereira explains, an atlas of commercially useful roads of the day. The first journey is an odd one, from London to Aberystwyth, then a town of fewer than 100 houses and a ruined castle. Some of the roads chosen were no longer in use, while important routes such as those to Liverpool and Sheffield were left out.

But the choice of roads in Britannia begins to make sense as being those necessary for the royal mastery of the kingdom. The London to Aberystwyth road led to mines nearby. In the days of Charles I those mines contained lead and silver that helped the king pay his soldiers during the civil war. Britannia was a handbook, Ereira explains, for a conspiracy leading to a new kingdom under a Catholic king.

Ever since the start of the Reformation, Europe had been rumbling towards a religious war. When it came on the mainland it lasted 30 years and left millions dead. The subsequent Peace of Westphalia led to a new map of Europe, one of countries and defined frontiers instead of feudal territories with unclear borders and independent cities. England was not included in the peace but shared in its vision of separate sovereignty. This led to different results in different places. In France, the king became an all-powerful despot; in England it was the ruler who lost power as parliament emerged triumphant.

In 1670 Charles I’s son Charles II decided to throw off the restraints he had accepted as the price of his restored monarchy. He wanted to be the absolute master in his land. To achieve this, he entered into a secret treaty with the French king Louis XIV. Charles needed money, an army, allies to execute his plan, and detailed knowledge of the kingdom; Louis was willing to bankroll the venture as long as Charles converted to Catholicism. Britannia was a vital part of Charles’s strategy to assert military control: he would use it to help land and deploy the 6,000 French troops that Louis had promised him to assist his forces. The pact remained a well-kept secret for nearly a century, even though it soon fell apart when the French and British got bogged down in a war with the Dutch.

No matter. Ogilby died in September 1676 and in 1681 Charles II dissolved parliament for the last time during his reign. “Britannia provided an extraordinary grasp over the business and administration of the 399 communities that it identified in England and Wales, and the crown took a grip on them all,” Ereira writes.

In this way, the atlas played a significant part in enabling the king’s revenue to grow by one-third within a few years. No longer needing financial help from Louis, Charles ruled by divine right, exercising absolute power until his death in 1685. The lesson of Britannia was that whoever controls the map controls the world.

Manjit Kumar is the author of “Quantum: Einstein, Bohr and the Great Debate about the Nature of Reality” (Icon)

This article first appeared in the 12 January 2017 issue of the New Statesman, Putin's revenge