Future proofing

Newington College headmaster Michael Parker is facing the challenge of preparing a new generation for a changing world. With his background in critical thinking and ethics, Parker has returned to lead the Sydney boys’ school he first taught at more than 15 years ago and is readying students for an uncertain future. What was your primary objective at the start of the new school year at Newington College?

The school is in good health so I’ve been spending a lot of time getting to know people. I stand on the front driveway each morning welcoming and talking to students. We’re also working on a strategic plan for the next five years. A place like this is always restless and moving – for example, we’ve been looking at a new style of student magazine, with a freedom of voice to speak to other students about issues in the world.

How does your background in critical thinking influence what you do?

Rational, critical thinking is quite hard. The difference between truth and an opinion – and different types of opinions – is one of the most difficult things to navigate in society. It’s fundamental we teach skills such as using criteria and weighing evidence. Also, teaching students how to reflect on their emotions and read them in other people is important so they understand where people are coming from.

What are your thoughts on the issues the next generation of young men will face?

The world has amazing opportunities, but also pitfalls and dangers. The future is much more opaque now – we know it’s going to be different, but we don’t know how it’s going to look. That presents challenges for the boys, such as what sort of people they are going to be. I have a deep belief that their integrity, values, courage and generosity will equip them for an uncertain future, rather than a body of knowledge. We want kids with a sense of themselves in the world, being the best people they can be.

How do you specifically achieve that?

A key way is getting them to do activities such as volunteering in the local community. Most of the boys in Years 10 and 11 are doing that now. Giving them a variety of experiences – such as social-service trips to developing countries – is really helpful. I recently had morning tea with students who had just returned from a school in Nepal. Everyone I spoke to said: “I’m changed by having seen it and I understand these issues in the world much more now.” Rather than preaching at them, it’s about providing the opportunity to practise good character.