Existential questions avoided in govt schools

By Eva Natsis
Community contribution / June 21, 2017

As a teacher and student in a government school, I always found education to be far too cerebral, in that students were expected to engage their brains to think in logical ways to solve problems, explore new ways of thinking about phenomena and absorb scientific knowledge about how the universe came into being.

In retrospect, I felt there was never a sense that students were encouraged to question why we experience challenges that ...

This story appeared in the June 2017 edition of Australian Teacher Magazine.

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Existential questions avoided in govt schools

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