Over My Dead Body
by
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In the General Office it was after midnight when David and I drew lots to decide who would ask the Senior Partner on his return from dinner at the Constitutional Club, if we could leave the final details of completing the day's sale figures in the printer's catalogue, until the morning. "You will leave that catalogue until the morning, over my dead body!"
John was a highly intelligent boy, registering a very high IQ in a primary school in Livingstone, West Lothian. "If I could grant you three wishes", I said, during my testing, "What would they be?" Without hesitation, he replied, "To go home with you". "But you don'tknow me, I said, "And maybe you wouldn't like my home!" "I can tell you're a kind man", he said, "And anywhere has got to be better than where I am now".
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About the Book
The book will be of interest to all involved in Education of all kinds aand at all stages, particularly those engaged in the oversight of students in residential educational establishments. It sketches some aspects of residential life in a Teacher Training College in the glorious days before impositions like the National Curriculum, OFSTED, CNAA, and the Health and Safety Act ! The book implicitly raised questions about the extent to which it can be said that Education has progressed. Is it not the case that so many seemingly classroom innovations are nothing more than the reshaping of well-founded psychological and philosophical truths espoused by the creators of the ancient and eclectic discipline called Education ?
About the Author
He provides an inspirational account of how a determined Eleven-Plus failure from a Liverpool working-class background became a Primary School teacher by way of qualifications from Chester College and then a lecturer at St. Paul's College Cheltenham after acquiring an Advanced Diploma in <primary Education at Liverpool University. <this i nitial appointment as lecturer in Professional Studies in Religious Education led. finally, to an appointment in the Education Department as lecturer in Psychology, after the award of the degree of Master of Education from Bristol University. Membership ooof the British Psychology Society followed by sabatical leave at Edinburgh University led to the status of Educational Psychologist. The author makes clear the importance of family and other social forces which facilitate the development of individual potential, whilst also emphasising the necessity forpersonal motivation and clear-sighted objectives.