The Force May Be With You

Elsewhere, I’ve discussed a threefold conceptualisation of time:

  • chronos, the ticking clock of linear time
  • kairos, the fleeting moment, a singular point in time
  • aion, boundless or infinite, “the fulfillment of time” (Baumlin, p. 155)
Image by Gustavo Rezende from Pixabay

Baumlin offers an image for aion, the uroboros, which is paradoxical for being finite, the serpent swallowing its tail. In concert, he suggests, these three concepts comprise a “spatial-temporal sequence… from point, to line, to circle” (p. 155) that can seem both time and place, what we might call setting, which is a curious way to consider eternity.

Into this setting we’re born to live and die, and if that seems a bit morbid, then let’s turn to something more uplifting, like Hannah Arendt, who wrote that people “are not born in order to die but in order to begin” (Arendt, p. 246). Death would be the end of us except that each new generation comes along, not only to sustain and maintain but also to begin anew. Birth interrupts death and renews the world.

At birth, Arendt suggests, we arrive into a world already underway, a kairos moment in chronos time. Growing up with parents, surrounded by culture, we come to feel somewhat defined by this world that precedes us, by what has been carried forward from the past. Arendt calls this our belatedness and then, pointing bluntly to education, poses an alternative that she calls our natality. As part of the world underway, our belatedness can be outweighed by the promise of natality, an encouragement to look toward the future at our potential to be something more, something different.

Of course, like any application, details lie in context – time and place, the people involved. What is potential for some is conflict for others, or maybe impossible. Set against belatedness, natality can pose a paradox that leaves us feeling discouraged, even paralysed. The force may be with you, but yeah… hard to know, really. Always in motion is the future.

By the same turn, if we’re not encouraged toward the future but simply expected to carry on what’s been brought forward from the past – stifling our potential, frustrating our promise – we may be again left feeling discouraged, or complacent, or in any event dissatisfied, perhaps without even understanding why. Anyone marginalised by such continuance may simply remain that way. Meanwhile, a continual obligation to steward beginnings can come to feel like weary efforts at futility – again, the paradox of natality.

Stewardship of any new arrival to the known world demands a dose of self-awareness and the restraint of long patience – with thanks to Fitzgerald, the capacity to keep in mind two separate ideas while still being able to function.

So, if “our thinking and behaviour are determined by the systemic structure, independent of our particular place in it” (Sarason, p. 29)… even as that singular perspective matters, we need to see beyond mere individuality. And if we’re all part of something larger, more populous, then our coming to know other people can help us begin to appreciate the motives behind their decisions, or at least help us to realise – if we’re honest – that there’s probably more we don’t yet understand. As this accounts for size or scope – something larger, more populous – so it also accounts for time – past, present, future – which is a curious way to consider character and growth and relationships. Maybe that’s why we decided to call it education.

Life in the Classroom

Featured Image Credit: Image by sunil kargwal from Pixabay

The irony is not lost on me – and neither on you, I hope, as you read – that this was my last post before the arrival of Covid-19, worldwide lockdowns, and a new life of pandemic restrictions, including remote teaching in on-line classrooms.

People often say that school is a training ground, or a practice session, a rehearsal for life, which usually means career. This whole “real-life” authentic learning stuff basically privileges the work place over the school classroom.

If the flipside to words like “real” and “authentic” is words like “fake,” “false,” or “contrived,” then maybe we’re just being sloppy with our words. Unless that’s actually what we think of school. Well, I’m probably just being too fussy because none of this is what’s meant by real-life authentic learning, is it?

Or, if it is, wouldn’t it mean that no one’s keeping score until “real life” happens, and no one’s getting paid in school since results are pretend, and no one’s responsible because, hey, it’s all just theoretical? School the Great Training Ground implies that school is not really a place that matters because it only teaches about life or career, which comes later…

And hey, wait, that’s just fine, isn’t it? School does teach stuff for later, for when things matter, for when it really counts.

But hey, wait.

Hands up if you think school actually is part of life. Part of kids’ lives, and teachers’ lives. Kids and teachers are alive. School is not some neverland of make-believe. School is real. It has real, live people in it.

A classroom is an authentic place. It’s a – go ahead, say it with me, now – “c l a s s r o o m.” Right! What goes on in school is plenty real and means more than “Yeah, this doesn’t really count.” Laughter and friendship matter. Anxiety and stress matter. Living affects us. Learning is meaningful. Here you go, how about this: if classrooms were inauthentic, if learning were just practice for later, if school weren’t real, then why are we grading people? Shouldn’t we save that for the regular season, when it really matters?

Students are young people who live a huge chunk of their lives every day in a classroom. For them, school is every bit as real as any other place they go.

Gratisography Pexels red-school-blur-factory-451
Image by Gratisography from Pexels

It has ups and downs, friendship and rivalry, anxiety and stress and reward and good times. Calling school “sheltered” essentially discounts being there because a kid’s life, relative to themselves and their own experience, is all there is. Kind of like any other point in our lives. Our lives are real, and we don’t just switch on like a light bulb upon leaving some unreal, inauthentic place – there is no such place.

School being this pretend place is adult condescension – oh-so well-intentioned, of course, on that infamous and overcrowded road to hell. Sure, kids have limited experience. Sure, they might be sheltered according to someone else’s perspective – fine, then that’s how big a kid’s world is. So be it. It remains that kid’s perspective. It’s not pretend.

How big someone’s life is becomes how much that person can cope. School life, family life, sports, hobbies, friends, on and on – all of these teach us something about living. Are none of these other parts of life somehow sheltered, too, like school? Who decided that school takes that prize? How about piano lessons? Those are something like school… teachers, practice, grades. Tests, recitals, performances. How about sports… with competitors, and winning and losing, with coaches and referees who hold us accountable. Are these somehow less unreal or inauthentic, or pretend, than a teacher? Are they some kind of real life learning that school is not? We often compare sport to life, and value the life lessons it teaches, but when do we short-change sport by saying it’s less real or some kind of shelter?

In fact, there’s a subtle difference to what we say about sport: “Such great preparation for life!” Affirming, valuable, such a boon. In my experience, the attitude bestowed by adults upon the value of youth sport is nothing but positive, as compared to school…

Which parts of life is nobody grading? If school is so sheltered, aren’t we actually handcuffing teachers who attempt to teach accountability? I suppose it’s not ironic that kids live in “the real world” every minute they’re not in school.

Take the kid who sees school as sheltered preparation for the real world. The day that kid argues with their friend on Saturday, what has school really prepared them for: how to argue with friends, or how to be sheltered?

Telling kids that school shelters them from the harsh world out there is misleading.

Teacher: “You need to do better on your homework. If this were a job and I were your boss, you’d never get away with this.”

Student: Right, and since it’s not a job…

What’s the chance this kid did a less-than-stellar job on homework because they’ve learned school is sheltered? Hey, if it’s all just rehearsal, why bother? If it’s only my teacher telling me off, not a real boss, then who cares? Duly noted: someday it will matter. But not here in school, not today. If we constantly send the message that school doesn’t really matter because the real world is still out there, what will young people grow to understand from their time in school?

But if kids were told and shown that school matters, just like the rest of life, maybe they’d understand it more respectfully, value it more meaningfully. Adults like to say that life is about learning and that we should all be lifelong learners. Seems to me that would make school a place to practise learning. And if the focus in school were simply on learning, then focusing on doing your homework, on careers and jobs, on “If the teacher was your boss…,” on whichever-whatever details… then all the details would just be mere details, as in not really all that important.

If life is about learning – lifelong learning – then what possible sense does it make to shelter anybody from anything? Shouldn’t we just live, and learn all the way through? At school, learn at school. At work, learn at work. With family, learn with family, and so in every circumstance. When life happens, you learn about it, and now you know a little more than before. If learning is what matters, how about we learn how to learn? And then learn, in every possible situation. Life’s going to happen, anyway.

“… Whose the Forest of Them All?” See What I Did There?

Imagine somebody offers you a friendly smile, but you snarl back. What might be their next reaction? Would they be amused and take it as a friendly jibe, just typical “you”? I suppose that would depend on how well they knew you. Would they be bemused because they don’t know you so well? Really, snarling at a friendly smile…? We’re perfect strangers, for goodness’ sake! Would they be confused because they’re not from around here and just can’t reckon the response in any way? A person’s reaction to your snarl might conceivably be anything—it depends on so many factors, and even in these three suggestions, one can find how-many-more details, nuances, and possibilities that take things further. Any “next reaction,” you might finally conclude, just depends on the person.

That response, “it depends,” is often criticised as merely wishy-washy yet, apparently, there’s an ironic ring of absoluteness to it, like the postmodern clarion call that nothing is true except for this statement. The reason I pose the scenario at all is to consider who really provides us with our sense of self. Supposing this person smiled at me, I might snarl in the first way, as a jibe, because I’m sure they’ll get the joke. But what if they don’t get it? What if this person even knows me pretty well, and they just don’t get it, not this time? Or what if they feel this just wasn’t the time for joking around? Their next reaction will depend on these and / or plenty of other factors. But again, I raise the scenario to consider how we gather—or, no no, to consider who really provides us—with our sense of self.

And there you have it, the issue: do we each gather our own sense of self, internally, or do others provide us with our sense of self, externally?

I don’t want to revert simply to the nature-nurture argument or chicken-and-the-egg. We seem inescapably bound to considering these by degree—hence, the absolutism that it depends. So, then, to consider by degree… the metaphor I have in mind is that of a mirror. Something someone does induces a response from me. Subsequently, what I provoke in that other person can tell me something more about myself, so long as I’m willing (and able?) to discern my self—myself?—from what they reflect. Whatever next reaction of theirs follows my snarl, this other person’s reaction serves as a mirrored reflection of me, at least insofar as this other person is concerned. If they laugh at my snarl, then hey, I guess they affirm me as a friend with an appropriate sense of humour; the jibe is appreciated, and maybe we’re even a little closer friends than before. Their positive reaction is my feedback, like looking at myself in a mirror, and my sense of self is in some way provoked on account of them by what they reflect.

I suppose there’s room to discuss a lack of empathy, here, even sociopathic behaviour—these seem also to be part of that endless list of details, nuances, and possibilities. But in acknowledging them, let’s leave them for another day.

If my snarl induces a frown from the other person, or some kind of puzzlement or disapproval, then what they affirm for me is less friendly or wonderful, yet may be just as clear—maybe they snarl back, even more fiercely, or maybe they stomp away with clenched fists. Maybe now I feel worried, in which case my sense of self could suffer from insecurity or dismay—oh dear, they didn’t get the joke! Or maybe they are saddened, and I feel smug—take that, you deserve it—or hostile—get lost, I never liked you anyway—which reinforces my sense of superiority, some kind of self-importance. The list of possibilities goes on—it depends—but, in any case, I’m able to find myself reaffirmed by that other person’s reaction. I’m “able to” because my snarl clearly exposes my stake in how this other person influences the way I consider my sense of self: why would I even take notice of them in the first place, much less snarl, much less take concern of their next reaction, if they meant nothing to me?

The point is that the other person’s reaction provides me a measure, a reason, a reflection by which to gauge my self as myself. Basically, thank you, because I couldn’t do it without you and everybody else, and you’re welcome because neither could you without me, or everybody else.

Now, pretend there are no other people—you, alone, exist as the sole human being. You happen to be walking through a grove of, say, birch trees, obviously getting no reactions as we’ve just considered about smiles and snarls. But as the wind whishes by, fluttering leaves and swaying branches, you take in the world around you with a relative means of judgment that wades through various combinations of reactors provoking reactions from reactees: Are the trees reacting to me? Is the wind reacting to me, or the trees to the wind? and so forth. You can see all sorts of things happening, but how can you be sure what provokes or reflects what else? Some songbirds are flitting about, high up in the branches: Are they chirping at me? You might not even call them “song” birds (that is, if you even had language—what need for language, really, as one sole person?) For all we know, the birds would actually scare you, and you might rightly call them “scarebirds” or something—in this pretend scenario, with you the sole human being, we’re also pretending that you know nothing in the way of biology or flora or fauna. Those are ways of understanding the world developed in the real life community of human beings, not in some pretend scenario of solo existence.

In that land of pretend, after weeks of sunshine, what might be your sense of self on the day it rained, or on the day the leaves yellowed and fell to the ground in heavier, colder winds? Would you even be considering your “self” apart from the entirety of what surrounds you? Here we are, again, at nature-nurture, only this time you might conceivably consider the two in synthesis: not as separately discrete influences—there is nature, and there is nurture—but as one-and-the-same, naturenurture, thereby placing you into the world of existence as part-of-a-greater-whole. Your sense of self could conceivably be more cosmic, in that literal sense of orderliness, and more holistic, in that sense of connectedness. To mix metaphors, you might feel a mere cog in the wheel, a mere wheel of the gears, yet entirely necessary, just the same. Or how about this: I wonder how imperative my right hand feels, as compared to my left, when I write with a pen, but they’re both pretty important when I play golf.

We can conceivably warrant our selves to ourselves, but—as we step back into the land of real life and other people—we cannot live in total oblivion of the people around us. I grant the possibility of living within ourselves as our selves, rendering the responses and reactions of any one, and those alongside, as nothing other than colliding self-interests, but still… That other people can authorize our sense of self—your sense, my sense—seems as inescapable, as definite, as did nature-nurture or chicken-and-the-egg.

In this little thought experiment, I’ve been wondering whether we each sense our self as reflective of the reactions we induce. How much do we incorporate the feedback we get after snarling at a friendly smile? Do we see that other person as though staring at ourselves in a mirror? And, if so, does that mean we’re each of us necessarily, essentially, and thereby compellingly part of a greater whole? Like trees of a forest, or cogs in a wheel, or limbs to a body? For all this, maybe it’s only an issue because we’re able to raise such questions, to begin with.

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