Method or madness?

Can inspired teaching be reduced to method or does it always require inspired teachers? The most influential educational models today duck this question by placing their trust in curriculum and through policing teacher compliance with testing regimes. The best teachers, according to this model, are those who efficiently and consistently get good results in high stakes testing. But there was a time when quality in education meant something different and when the key site of educational debate was method. Now method has been relegated to the sidelines. The old arguments for student-centred education and discovery learning, now bundled up as 'progressive', have been safely stowed away in the stock cupboard to gather dust. As a way of thinking about knowledge or about learning processes they have been shelved. The idea of disrupting power, of education as a critical force or some sort of act of emancipation have gone out of fashion. Education is there as an economic investment in a stable future rather than as a force for social change. You may still hear enthusiastic university lecturers talking about facilitating rather than transmitting knowledge, preferring to be the 'guide on the side' rather than the 'sage on the stage', but that's in the arena of adult learning. Christopher Zalla's film Radical resuscitates this seemingly moribund debate. Here the teacher is inspiring, his method - well, it's radical - and it delivers the goods in test results. The brilliantly drawn teacher, Sergio Juarez, who prefers to be known as Sergio, turns the tables in an underachieving primary school in Mexico, where social forces, crime, poverty, corruption and high stakes testing seem to have the students well and truly trapped. Sergio literally turns the tables (into imaginary boats) and then gets rid of them altogether. He does the same with curriculum requirements - turns them upside down, then gets rid of them. He is passionate, inspired, sometimes frustrated, and maybe even slightly crazy. But all along he is desperate to find ways for his students to realize their full potential. Not once in the film does he express any overtly political views, despite the fact that what he is doing is deeply political - there's just no dogma attached to what he does. He appears to be driven by an unwavering belief in learning and knowledge as a fundamental human right. That's it. Well, that and the internet. His vision is inspiring, but it's not as if there aren't obstacles - the initially sceptical principal, the dismissive colleague, the corrupt official and so on. Also there is the grinding poverty, the oppressive forces that restrict the students, their lack of self-belief - the injustice of it all. Radical the movie is sometimes a little simplistic in its analysis, in its avoidance of politics, and occasionally veers towards the sentimental. But Sergio's passion is brilliantly captured and the evolution of his relationship with the principal is delicately handled and heart-warming. It's based on a true story and that gives weight to the argument that Zalla's film is making. Still the argument rests on method - re-packaged from A Radical Way of Unleashing a Generation of Geniuses. It's not exactly Friere's Pedagogy of the Oppressed, more like a neoliberal fantasy - but that would be straying into the politics of education which the movie doesn't do. This is about education and method, but it could just as well be about a very brave and inspired teacher who believes in his students. In the end, it's thought provoking and there's so much to discuss. I wonder how this movie would play in a teacher education course today?