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Classical Education for Inmates: Ancient Wisdom for Modern Rehabilitation
Once the domain of elite institutions like Eton and Oxbridge, a classical education is now being extended to inmates within the prison system. Moving away from conventional prison learning such as basic literacy, numeracy, and vocational skills like tiling and decorating, a select group of prisoners are gaining access to life skills through the study of ancient philosophers.
Aristotle’s Philosophy at the Core of Prison Education Program
The curriculum emphasizes the works of Aristotle, particularly his teachings on ethics and rhetoric. Topics covered include communication, happiness, decision-making, friendship, life goals, and recreation – carefully chosen to equip prisoners with valuable tools for successful reintegration into society.
Exploring Emotions Through Greek Tragedy
To deepen their understanding of emotional expression and discourse, participants also engage with Greek tragedy through study and performance. Sophocles’s Philoctetes (409BC), a play that poignantly examines the destructive nature of isolation, has been chosen for this purpose.
Professor Highlights Value of Ancient Wisdom in Contemporary Prison Life
Arlene Holmes-Henderson, a professor of classics education and public policy at Durham University, explains, “Our course aims to empower prison learners by applying ancient philosophical wisdom to navigate contemporary life.”
She elaborates, “For instance, Aristotle’s ethics encourages learners to reflect on the meaning of happiness, the significance of moral character, and the importance of cultivating friendships. Similarly, Aristotle’s rhetoric provides learners with essential communication skills, including negotiation, constructive disagreement, active listening, and critical reasoning.”
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Professor Holmes-Henderson emphasizes the particular relevance of these skills for incarcerated individuals. “These skills offer a distinct and valuable supplement to standard prison courses like literacy, numeracy, and vocational training. They can guide learners to modify their behavior and perspectives regarding their crimes, fostering positive change within the prison environment. We are actively gathering data to assess the programme’s potential impact on reducing reoffending rates.”
Expanding Educational Opportunities in Prisons
The instructional team, spearheaded by two classics professors from Durham University and supported by the prison education charity Novus, has successfully delivered the course in two male correctional facilities: Swinfen Hall, a closed young offender institution and category C training prison in Staffordshire, and HMP Deerbolt, a prison and young offender institute near Barnard Castle, County Durham.
Inmates in these institutions are often serving extended sentences, including life imprisonment, for serious offenses such as violent crimes, drug offenses, murder, and extremism.
The Durham University team is now expanding the programme to a women’s prison. Building upon these initial successes, the long-term objective is to secure sufficient funding to broaden the programme’s reach. According to the teaching staff, there is significant enthusiasm for the program among inmates, many of whom experience prolonged periods of cell confinement.
Inmate Enthusiasm for Intellectual Stimulation
Professor Edith Hall, a distinguished classicist, noted, “They are profoundly bored. They are eager for intellectual stimulation. Almost any topic we introduced proved to be more engaging than daytime television.”
Furthermore, the prisoners displayed genuine excitement about learning about Aristotle. Hall recounted, “The recurring sentiment was, ‘Why weren’t we taught this in school?’”
Positive Feedback and Practical Application of Classical Principles
Participant feedback highlighted the effectiveness of the learning experience and the practical application of philosophical principles in their lives.
One participant, now a classics advocate, stated, “The rhetoric session aided me in planning and structuring statements for my legal proceedings. Utilizing the resources in my cell, I am astonished by the number of confrontations I have averted within the prison wing as a direct result.”
The course fostered a sense of optimism. Another student shared, “I felt encouraged to learn that Aristotle didn’t achieve his life goals until the age of 49. Youth offenders are capped at 28, so there is ample opportunity to redirect one’s path.”
Others described developing increased self-reflection. One programme participant remarked, “I had never contemplated the connection between happiness and moral conduct. Following that session, I was consumed by thoughts about my choices and spent the entire night in my cell contemplating philosophy.”
Life Skills Development and Reduced Reoffending
Sarah Hartley, Novus’s national lead in creative strategies, stated, “Novus’s primary mission is to equip prisoners for successful reintegration into society and facilitate their access to stable employment. According to Ministry of Justice statistics, reoffending imposes an £18 billion annual cost on the economy, and educational engagement is proven to decrease reoffending by 7.5 percentage points.”
“Beyond imparting job-specific skills, we are dedicated to assisting learners in cultivating essential life skills necessary for thriving after release from prison. The prisoners participating in this initiative have found it captivating, leveraging classical studies to reflect on enhancing their decision-making, persuasion, and active listening abilities.”