My essay, “A Great Law of Peace,” about my attempts to learn, live, and to teach peace will be appearing at ChildReach this coming week (a link will be forthcoming). I also learned that Open Thought Vortex (OTV) will be publishing my poems “Sevens,” “Mistake(s) by the lake,” and “Little Boy Blue(s)” about the cities of Windsor, Ontario, Cleveland, Ohio, and St. Louis, Missouri.
I wasalso delighted to learn that the inaugural issue of Landlocked Lyres will be featuring my poems “City on the Hill,” “Mr. and Mrs. Bridge,” and “Warren Avenue.”
Over a year ago I provided a statement of what DEMOI Independent Learning is about and which pops up every time you or I open this page. I remain proud of that statement but I know now that what I then said is, of course, only a portion of what I am actually trying to do as a teacher.
Here is another, alternate form of synopsis which expresses for me what I believe I am doing:
“This,” he said, handling it, “is a stone, and within a certain length of time it will perhaps be soil and from the soil it will become plant, animal or man. Previously I should have said: This stone is just a stone; it has no value, it belongs to the world of Maya, but perhaps because within the cycle of change it can also become man and spirit, it is also of importance. That is what I should have thought. But now I think: This stone is stone; it is also animal, God and Buddha. I do not respect and love it because it was one thing and will become something else, but because it has already long been everything and always is everything. I love it just because it is a stone, because today and now it appears to me a stone. I see value and meaning in each one of its fine markings and cavities, in the yellow, in the gray, in the hardness and the sound of it when I knock it, in the dryness or dampness of its surface. . . Words do not express thoughts very well. They always become a little different immediately after they are expressed, a little distorted, a little foolish. And yet it also pleases me and seems right that what is of value and wisdom to one man seems nonsense to another.” -from Siddhartha by Herman Hesse
When I first am introduced to a new class or begin working one-on-one with a student my initial concern is finding ways of helping him become a self-impelled learner. I believe this is achieved by initiating a conversation with the student about what intrigues him and by asking how he sees himself in relation to his world.
I look to discover two things: how a child learns and what motivates him to learn. I am of the opinion that the best type of curriculum is one that demonstrates flexibility toward student interests and group dynamics. The benefit of using interdisciplinary curricula is in its demonstration that every subject offers insight into the mysteries and problems of the world. I teach literature as a meditation on how human beings confront timeless (and historical) problems and I like to show how the arts often provide the most profound expression of the moral imagination. The Socratic Method’s appeal lies in its encouraging of an interdisciplinary approach to the curriculum by drawing from students their creative, rational and emotional responses.
A Socratic conversation offers students opportunities to test their individual gifts and abilities and indulge their interests and avidities by presenting them with the task of problem solving. I like to emphasize problem solving because I subscribe to John Dewey’s belief that people learn best when captivated by their tasks. If I understand Dewey properly I believe he was saying that education is a form of apprenticeship which trains students to become masters of the craft of their own learning process. I believe in the underlying democratic message of this form of education because it can help students develop confidence in their capacity to grow as learners, cultivate their reason and apply their emotional and moral insights to the pressing social and ecological problems in their communities.
My primary concern as a teacher is to avoid a managerial or hierarchical approach in my teaching. Far too often young people are led to believe that it is their duty to mimic the opinions of their teachers in order to merit high marks. I have seen this happen repeatedly just as I also have witnessed students who have attempted to be creative and original in their response to assignments and have their efforts subjected to withering (and irresponsible) criticism. This seems to me to be a gross injustice because it forecloses a valuable opportunity in the intellectual and emotional development of a young person to begin exploring their cognitive and creative depths. School should be a place where creative experimentation is encouraged and rewarded since it is a studio where students learn the various forms of communication, exposition and inquiry and are encouraged to apply to those forms their newly acquired skills.
In more than thirteen years of teaching I have found no better approach for encouraging creativity, debate and motivation in my students than the Socratic Method. In my personal life as a writer and student of the humanities I am constantly being reminded that writing, research and observation are creative processes that demand self-confidence, imagination, personal reflection and an exacting commitment to probity and integrity. Adolescence is a very delicate time when kids want to be taken seriously and explore their own emerging ideas, doubts and desires for greater independence while also looking to do so from a place of safety. I feel it is my duty to nurture my students by creating an environment where they will be taken seriously and feel that they are learning how to assume ownership of their education. Teachers and schools have been tasked with showing young women and men how to become conscientious contributors to their communities and demonstrating that by helping improve the lives of others they are realizing what their education is really for.