Silence in Schools

An analysis of silence in schools is a matter of considerable complexity. This is due to the nature of silence itself but also stems from effects of silence when connected with power; a matter of importance in school settings. This complexity is also compounded by the ideas around silence as a feature of the Human and of human life. When placed within a school setting, these ideas multiply in a variety of expanding directions of philosophical importance. This paper focuses on silence as a circumstance, pre-disposition, atmosphere and awareness in schools. Much previous work has considered negative silence on the one hand and uses of silent meditation on the side of positive effects. However, little work has yet considered positive silence as an educational tool, and an aspect of a school environment for notice. This paper seeks to introduce and highlight the potential of ‘strong’ or positive silence in school settings for better educational outcomes. The arguments consider contexts of work on school violences, meditative practices, various scientific studies on the uses of silence and burgeoning interest in ways of considering calming practices for school improvement. The paper suggests that educational practioners currently have little awareness of silence as a tool, that current use of silence in schools is hegemonically negative and there is presently ignorance about silence in schools which needs addressing. Arguments are presented for the use of ‘strong’ silence as a school improvement measure and a focus on such silence as a tangible and necessary policy focus.