Elizabeth and I took parenting classes, as neither of us had much experience of dealing with infants or small children before our son was born. Although the instructor was good at being re-assuring that we’d do fine as parents, almost none of the “skills” we were taught were actually of much use after the baby arrived. Since those early-90′s days, parenting courses have become even more common, but as Frank Furedi points out, no more relevant to the actual needs of parents and their newborns:

The parenting programmes promoted by government are based on a mixture of prejudice and the pseudoscience of so-called parenting research. Such ‘research’ is underpinned by a fundamental transformation in the meaning of parenting, which has been turned from a relationship into a skill. The core assumption in the government’s proposal for parenting classes is that childrearing consists of a set of practices that need to be learned by mothers and fathers. These practices are depicted as skills which can be taught by those who have the requisite professional qualifications.

No one could dispute that childrearing is something that is learned by mothers and fathers. Every human relationship involves a continual process of learning and gaining an understanding of the other person. Parents need to learn how to engage with the imagination of their child, how to stimulate her and when and how to restrain her from doing something harmful. Successful parents learn on the job. However, the really useful lessons we are learning have little to do with abstract skills, but rather are about understanding the relationship we have with our children.

The question is not whether parenting has to be learned, but whether it can be taught. Not everything that has to be learned can be taught. Parenting cannot be taught because it is about the forging and managing of an intimate relationship. And it is through the conduct of that relationship that people develop the insights and lessons suitable to their lives and conditions. One reason why professional intervention into family life is unlikely to have beneficial results is because each relationship contains something unique, which is only grasped by those involved in it.

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However, the project of transforming parenting into a skill does have negative and potentially harmful consequences. When human relationships are recast as skills to be managed by professional trainers something very important happens in the way we conduct our personal affairs. As I argue in my study Paranoid Parenting such policy interventions cultivate a kind of learned helplessness among parents. Through exaggerating the complexity of child-rearing, parenting experts contribute to the eroding self-reliance of modern mums and dads. Inevitably, the principal outcome of such interventions is to distract parents from learning from their own experience. And yet learning from experience is the key to developing the confidence for making those crucial judgment calls that confronts parents on a daily basis.