I don’t know why I cannot sleep – I slept just fine at school. Kathy Kenney-Marshall
You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Doris Lessing
Instruction does much, but encouragement everything. Johann Wolfgang von Goethe
Teaching is not a lost art, but the regard for it is a lost tradition. Jacques Barzun
Once a student’s mind is set on fire, it will find a way to provide its own fuel. Sydney J. Harris
You can’t eat straight A’s. Maxine Hong Kingston
Under a cruel eye outworn, The little ones spend the day In sighing and dismay. William Blake
The first week of the 2022 High Level Political Forum (HLPF) is now history. Some interesting and important discussions took place over these past few days on ocean health, gender equality and food security , important not only because they represent top-level priorities for the global community but because they serve as a reminder of our numerous dangling promises, dangling in that the urgency of our collective actions continues to fall short of the responses which the urgency of these times demands.
The HLPF also took up the issue of “education” this week, which as usual for such conversations at the UN was a bit of a hodge-podge of aspirations and cliches, largely dodging the core question of how we who have made a mess of the planet can possibly guide and inspire the youth who are soon to inherit it.
Yes, the “children are our future.” Yes, life-long learning is an aspiration worthy of pursuit. Yes, education in one form or another is essential to the fulfillment of the Sustainable Development Goals, if in fact they are to be fulfilled by our 2030 deadline. Yes, education needs to become more universally accessible, in part because so many children need to “catch up” from pandemic disruptions and in part because we continue to leave on the table so many skills and aptitudes, every one of which will be needed in some form if we are to set this carbon-saturated planet on a healthier course while we still have time to do so.
But in our rush to promote “education” as a sustainable development aspiration, in our campaigns to “innovate” the educational landscape (as with one HLPF side event), I worry that “well-educated” adults are dodging questions and concerns which may not complicate discussions in UN conference rooms but which plague educators (and those who aspire to educate) in a variety of settings.
I have been blessed in my life with some excellent teachers, both in and out of schools, especially in my early adult years, teachers who shared what they knew and gave what they could, teachers far less interested in replication than invention, who rooted for me to become more than I actually became. I have also been blessed to know a bevy of gifted teachers who are contemporaries — John Thompson, Bev Haulmark, Christopher Colvin, John Suggs, Barbara Zelter, Virginia Cawagas, Rien van Nek, Carolyn O’Brien — these and many others who have worked from time to time within school structures but also understand something of the limitations of classrooms, the degree to which the “self-perpetuating thought-regime” we represent can serve as a lifeline for some youth but can also constitute something of a “prison” for others.
In this age, we tend to be enamored of “school” as a physical entity, a place full of chairs and desks in a row, rooms that are age-segregated and hierarchical, driven largely by the expertise of the one in front of the room, concentrating on skills and tasks that we have concluded are essential to “educated” beings but which may not in fact be sufficient to the lives they are destined to lead, lives in significant portion defined by the storms which congregate on the horizon and which they had no real part in creating.
What, we might rightly ask, constitutes that base of skills and knowledge about which some broad consensus is feasible? As we know, at least in the US, schools have become something of a battleground for the ideas and values which parents seek to have reinforced through formal education. How do we talk with children about their own national history in all its messiness and complexity without resorting to slight-of-hand measures such as redefining slavery as “involuntary relocation?” How do we expect schools and our professional educators to prepare students to address existential threats such as climate change and hate speech the existence of which some parents and state officials are unwilling to acknowledge? How are teachers, including the very best of them, supposed to accompany and encourage young people in keeping with the aspirations which motivated their own professional choices when the trust and friendship necessary to accompaniment is institutionally discouraged?
So many of the teachers I know in so many global settings are stuck somewhere between lighting fires in the young and extinguishing them, between sharing lives from which young people could potentially learn much and hinding behind an ever-thickening professonal protocol, between reinforcing the metrics of school assessment and telling them the truth about the genuinely tenuous relationship between good grades and good lives. While they are in school, we want students to do well, to pay attention and resist the temptation to either snooze or act out. But school is not life, it may not in many instances even be sufficient training for life as it is now unfolding and, in any event, you “can’t eat straight A’s.”
The equation which many now draw, even inadvertently, between education and schooling is dangerous both to successful schooling itself and to a world which fails to examine the many factors which influence how students learn, what they learn and, most importantly, what they do with what they know, including how (or if) they continue on a path towards higher levels of wisdom and cognitive synethsis. The educational configuration enveloping our youth is surely in large part about school, increasingly about social media, but also about churches and corporations, families and libraries, neighbors and public servants. It is, in my view at least, important to keep all these formal and informal options alive and assessed, not only for the benefit of young people who may not thrive in more formal settings, but also to reinforce the idea that education is not only what teachers do, but what we all have some responsibility to do, each within our own domains and each with varying degrees of formality and bureaucracy. So long as “education” is left to increasingly harried, overly-scrutinized and under-appreciated teachers, the gaps separating those who make decisions in this fractured world and those who may well become victimzed by those decisions will only widen.
If indeed lifelong learning is a viable educational goal in this world of multiple threats, it will take more than classrooms to inspire it. More than grades and degrees. More than standards-driven learning which over-simplifies reality and prepares students ,for a world which will surely have shifted and shaken under their feet barely before they can even get those feet “wet.”
In the UN General Assembly this week, in a discussion surely relevant to the HLPF, delegates met in informal session to debate elements of a “Declaration on Future Generations” to be presented in September at the GA’s 77th session. While there were no teachers or students present for this conversation, there were a few helpful observations from delegations, including from South Africa and Japan, both of which noted the heavy threat levels under which schooling and related social functions are now forced to take place. Japan expressed the hope that such a Declaration, including its educational elements, could serve to “turbo-charge” our commitment to the SDGs, fulfill our promises to future generations and restore some of the confidence lost by many global youth in many of us global adults.
This is not about “business as usual” rhetorical flourishes on the value of sustainability and innovation. Indeed, as a UN Special Rapporteur reminded, “innovation does not come cheap.” It requires more of our resources, but also more of our humanity including our sharing of lessons learned along our own life paths, the lessons we were often too slow to learn ourselves. There is too much in our world as it is, including violence and strife in multiple forms which, as South Africa and the European Union implored, we should all be loathe to pass on to future generations. But as it now stands, pass on we shall, and the question is who and what can we entrust to the preparation of the young people who are set to assume some weighty responsibilities, whether they are ready to do so or not.
Lest we add villages of idiots to our long generational list of dubious “accomplishments” we must invest more of ourselves in the education of the young in the best and broadest sense of the term. Invest more of ourselves in all aspects of the “configuration” which shapes the values, hopes, anxieties and aspirations of our young people. More than curricular “innovations” and snappy, data-driven assessments. More than the perpetuation of systems which denigrate teachers and create apartheid-like systems of access. More than adults who claim to know more and possess greater wisdom than we do interfacing with young people who know we don’t.
These urgent times require more from each of us if our young people will be able to manage what we are now likely to bequeath to them. I hope at least a portion of them are still listening.
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