These are some very basic principles. There are others, but these are mine. The context in which I offer them is the protests against the proposed government cuts in education spending and massive rises in student fees. Over and above these principles it is important to never lose sight of the question of who and what education is for.

Paulo Freire referred to education as “that specifically human act of intervening in the world”. As such it cannot (and should not seek to) escape matters of ethics, politics, and ideals.

1. Education is a human right that should ideally be free to all who want it

This human right should be non-negotiable. Government grants to students should never have been abolished (by the Blair administration). The system of grant-aid assessed after a means test was not without its flaws, but it was far more equitable and manageable than the current system of loans. The proposed rise in fees by the UK’s government is totally unacceptable and discriminatory.

There are other things in our culture which are non-negotiable. For example, it is non-negotiable that there should be banks, and that these banks should be run privately, despite the fact that the current situation demonstrates their total inefficiency. If such disasters can be non-negotiable – whatever they cost – it is not unreasonable to suggest that education should be non-negotiable. In every way education is a sound investment in the future in a way that banking is not.

2. All subjects and subject areas are of equal importance

The Sciences, the Arts & Humanities, Education and all other subject areas are complementary and of equal importance. No one area should be privileged simply because it has easily defined direct applications or more obviously leads to jobs. Places of education should encourage dialogue between all subjects, and such dialogues should be between equals.

3. What happens in the classroom should ideally be threefold in roughly equal proportion

Information is circulated.
Information and ideas are exchanged and debated.
The imagination is stimulated.
These should lead to the development of critical thinking. Technocratic approaches to education – imparting technique at the expense of creativity and use of the imagination – are a waste of time. Non-critical thinking whereby existing ideas are accepted without question merely perpetuates existing hierarchies. Places of education – from primary schools to universities (but especially the latter) – should be engines of change.

The traditional distinction between the “expert” teacher and the “empty” learner is outmoded and divisive. “Education takes places when there are two learners who occupy somewhat different spaces in an ongoing dialogue.” (Stanley Aronowitz on the educational ideas of Paulo Freire)

4. Places of education should be as porous as possible

They should be open to all, and cater for people at all levels. This includes those enrolled on courses, all support staff (cleaners, catering staff, administrators, security etc.), teachers/lecturers, and all members of surrounding communities. Education should be not separate from life but integral to it.

5. All who teach in places of education should be adequately paid and looked after equally

Suffice to say this does not currently happen.

6. A culture of non-hierarchic interchange, discussion and learning should be engendered

The world of education (especially higher education) urgently needs a debate about its ideals and purposes. This debate is worthless unless it includes views from all levels.