About the Author

Spring 2015 055Dr Anthony Radice (pronounced Ra – DEE – chay – it’s Italian) taught English language and literature at secondary level (ages eleven to eighteen) for a number of years, before becoming an English Subject Specialist Leader at Inspiration Trust. Fortunately, he won’t have to give up teaching there, either; there are few things he enjoys more.

Dr Radice has worked in all sorts of schools, from a grim and chaotic comprehensive to a plush and civilised boarding school. But he still remembers fondly the one in which he first worked, a very ordinary non-selective comprehensive school (although it was grant-maintained) with a strict headmaster and a well-organised discipline system.

Dr Radice is very good at passing tests and writing essays: he got top grades in almost all of his school exams (art was the exception). Then he gained a first class degree from Manchester University, and a master’s with distinction and a PhD from the University of Leeds.

Why include all of these academic credentials? Dr Radice wouldn’t want you to think that he is criticising modern education just because he has sour grapes. He did very well out of it, and lots of people patted him on the back over the years for being such a high achiever.

And yet, however many certificates Dr Radice accumulated, the education he received was fragmentary and unsatisfactory in so many ways. What was lacking was a broad, coherent and demanding curriculum, and this is what he is working on building at Inspiration. He wants all Inspiration Trust pupils to receive a thorough general education that will allow them to enter into the world of culturally literate reading and writing, and enjoy their participation in it for the rest of their lives.

In carrying out this mission, Dr Radice feels he is continuing, in his humble way, the work of his grandmother Betty Radice, who realised that people were struggling to understand many things they read because of their ignorance of classical literature and history. So she wrote Who’s Who in the Ancient World to help out these poorly educated moderns.


5 thoughts on “About the Author

  1. Hello Anthony

    I’ve read some of your writing – I arrived here via your piece on behaviour. I’m interested in your either/or approach to the world of education, the death of history and all that. I’m sure your understanding of the history of cognitive science is thorough and to me the drive to make psychology a science and the path from behaviourist rigour to something that includes the learner is interesting and demonstrates the both/and possibilities as psychology began to become more nuanced and continues this development with positive psychology coming along. The attempt to maintain the mechanical model of the brain takes a lot of effort and I can see how you are pouring your energy into shoring up this explanation. The problem with behaviour is that there’s nothing we can touch, there’s no organic cause we can reveal for most of human behaviour and the process of invention of new mental diseases is running out of control. If you haven’t come across Tomas Szaz’ book ‘The myth of mental illness’ i’d like to recommend it – he talks about the connection between the use of history (he calls it historicity) and the conversion of human suffering into illness in medical terms. Just to reassure you I’m Dr. Geoffrey James Ph.D. (UEA), M.A. (Education) B.Sc. (Joint Hons) Zoology and Botany, Post-grad Diploma in SEN, PGCE (Secondary science and SEN) RSA Dip Adult Literacy, etc.
    I’d welcome your thoughts.

    Liked by 1 person

    • ‘The problem with behaviour is that there’s nothing we can touch, there’s no organic cause we can reveal for most of human behaviour’ – you appear to be saying that unless something is purely material, it is not real and cannot be investigated using reason. This is the Kantian divide which has placed human nature beyond the reach of reason.

      Liked by 1 person

  2. I came across your blog quite by accident while doing some research online regarding Reading Recovery. While I’m not a teacher (I am a teacher’s aide in the United States) I’ve always been deeply interested in education and am concerned about many of the trends I see in education – both what is expected of teachers and what is expected (and often not expected) of students. I look forward to reading all your past blog posts as the little I’ve read so far has struck a chord with me.

    Liked by 1 person

  3. Pingback: The New Traditionalism: Kodaly and Hirsch Compared | The Traditional Teacher

  4. Thanks. One part of teaching literature that I love is introducing students to things they didn’t know about. My Year 13 class is getting to grips with Chaucer and it’s great fun to get them in to the world of the writer. However, the general lack of knowledge about history, literary heritage and language does make this quite slow and painful. The focus on more utilitarian (by which I mean the presumption of a career path) I think is getting in the way of schools teaching knowledge and this, I think is hampering the development of skills. One cannot be evaluative or analytical if one has nothing to evaluate or think about?


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