ABSTRACT Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’. In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultaneously, all references to creativity have disappeared. As Britain struggles to cope with the fallout from Brexit, this paper – written from a hermeneutic perspective – discusses the correlation between how each of the three documents positions English in an international context and how they value creativity. Without wishing to over–simplify complex issues, it questions how to what extent a curriculum might echo or shape national politics. It calls for a new curriculum that embraces a creative, internationalist view of English to inspire communities of the future.

中文翻译：

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十全十美：1919 年、1989 年和 2019 年英国英语课程的创造力反映了英国在欧洲的地位

摘要 第一次世界大战刚结束，英语协会出版了《学校英语教学》。它认为，培养儿童的“创造精神”是维护欧洲和平的基础。七十年后，第一个国家课程促进了一种适合“欧洲语境”的创造性、统一的英语。相比之下，今天的国家课程没有提到英语在国际关系中的作用；同时，所有对创造力的提及都消失了。随着英国努力应对英国退欧的影响，这篇从诠释学角度撰写的论文讨论了三份文件中的每一份文件如何在国际环境中定位英语以及他们如何重视创造力之间的相关性。不想过度简化复杂的问题，它质疑课程如何在多大程度上呼应或塑造国家政治。它需要一个新的课程，包含创造性的、国际主义的英语观点，以激励未来的社区。