learning

How To Raise Life-Long Learners.

All things considered, my educational experience was a good one marked by privilege. I can look back now and wish that I had been given stronger theory by more passionate educators in some arenas, but overall I had the world handed to me. The most regrettable aspect of my formal education was my own perspective on its purpose. To me, paying attention in school was always more of an obligation, part daily work day grind and part proving my own capability or normalcy amongst my peers. Rarely was I ever self-motivated toward the ideas or subjects to which I was being introduced. It took leaving college and spending a year or two without any kind of spoon-fed, intentional learning before I began to become a self-motivated learning. Now I’m constantly on the learning offensive, looking out for new ideas to readily devour.

Why is it that learning is such a touchy cultivation? There are a thousand factors at hand in growing as a person who wants to understand. For many of us the education we are handed forever dims any idea that we would actually pursue learning of our own accord. An education system involves all sorts of standardization, enforced subject matters, and comparison, both in grading and in social interactions. As someone who didn’t care then and loves learning now, I have an immense passion to pass on to my own children the internal fire and confidence needed to find their places through self-motivated learning.

_________

My Process

Step 1: Get to know your child personally so well that you understand what they are passionate about and why.

– It’s easy to know what they love, but a life time can be devoted to understanding why it excites them. It’s never to early to start this.

Step 2: Get them more of what they love.

– Books, relevant experiences, games, tutors. Don’t put all of your energy into diversifying their interests, focus on new ways for them to experience what they love.

Step 3: Repeat Step 1.

– Emphasis on learning their passions in the context of the new experiences.

Step 4: Repeat Step 2.

– Diversify and stretch your imagination and theirs concerning how they perceive what they are comprehending. Let them establish a launching pad and give them vision for directions they can take things.

Step 5: Ad Infinitum, Phasing Yourself Out Over Time.

_________

Obviously, this isn’t to say that people who don’t like math shouldn’t learn to add or multiply. There are certain skill sets that are universally useful, regardless of your tastes or trade, and learning to push through to understand things that are of little personal interest is also a valuable skill in and of itself.

My end game goal is to have children who are confident in who they are and capable of seeking out and processing information. They would never had a capacity for all available information and to attempt to cram it in them would only snuff out their own desires. Don’t beat yourself and your kids up about reaching outside standards if the experience at hand indicates they are learning and flourishing.

_________

Further Reading

Mary Berry’s Thoughts On Her Father’s Lasting Legacy

C.S. Lewis On Modern Education Theory

Masanobu Fukuoka On The Philosophy Fueling Our Science

Author Quotes: Albert Camus’s Atheist Perspective On Christianity, Part I

“Inasmuch as you have been so kind as to invite a man who does not share your convictions to come and answer the very general question that you are raising in these conversations, before telling you what I think unbelievers expect of Christians, I should like first to acknowledge your intellectual generosity by stating a few principles.

First, there is a lay pharisaism in which I shall strive not to indulge. To me a lay pharisee is the person who pretends to believe that Christianity is an easy thing and asks of the Christian, on the basis of an external view of Christianity, more than he asks of himself. I believe indeed that the Christian has many obligations but that it is not up to the man who rejects them himself to recall their existence to anyone who has already accepted them. . .

Secondly, I wish to declare also that, not feeling that I possess any absolute truth or any message, I shall never start from the supposition that Christian truth is illusory, but merely from the fact that I could not accept it. . .

Having said that, it will be easier or me to state my third and last principle. It is simple and obvious. I shall not try to change anything that I think or anything that you think (insofar as I can judge of it) in order to reach a reconciliation that would be agreeable to all. On the contrary, what I feel like telling you today is that the world needs real dialogue, that falsehood is just as much the opposite of dialogue as is silence, and that the only possible dialogue is the kind between people who remain what they are and speak their minds. This is tantamount to saying that the world of today needs Christians who remain Christians. The other day at the Sorbonne, speaking to a Marxist lecturer, a Catholic priest said in public that he too was anticlerical. Well, I don’t like priests who are anticlerical any more than philosophies that are ashamed of themselves. Hence I shall not, as far as I am concerned, try to pass myself off as a Christian in your presence. I share with you the same revulsion from evil. But I do not share your hope, and I continue to struggle against this universe in which children suffer and die.”

– Albert Camus, from his 1948 essay, The Unbeliever and Christians
___________

Although he tended to shy away from the categorizations, Noble-prize winning author Albert Camus is known as an important figure of both Absurdist and existential schools of philosophy. He was also an atheist who knew how to speak respectfully to those with whom he had fundamental disagreements. Here we have him not only spelling out the ideals that led him to this perspective but also putting them into play. The above mentioned essay was originally the introductory statements of a lecture he gave at the Dominican Monastery of Latour-Maubourg.

I use social media and I live in America. Every day I see articles and endless comment threads spewing violently anti-dialogue hatred. As of recently I have also had the personal pleasure of entering into a couple of lengthy, social media based conversations with those of drastically opposing world-views. It brings me immense joy to be able still to find and honestly give the title of “friend” to those opposite who are interested in expressing themselves without contempt for their fellow human beings. We need more authentic dialoguers.

I approach the body materials of Camus’s The Unbeliever And Christians in Part II.

Author Quotes: C.S. Lewis and Common Core Logic, Part I

“These well-meaning educationalists are quite right in thinking that literary appreciation is a delicate thing. What they do not seem to see is that for this very reason elementary examinations on literary subjects ought to confine themselves to just those dry and factual questions which are so often ridiculed. The questions were never supposed to test appreciation; the idea was to find out whether the boy had read his books. It was the reading, not the being examined, which was expected to do him good. And this, so far from being a defect in such examinations is just what renders them useful or even tolerable.

. . .What obsequious boys, if encouraged, will try to manufacture, and clever ones can ape, and shy ones will conceal, what dies at the touch of venality, is called to come forward and perform, to exhibit itself, at that very age when its timid, half-conscious stirrings can least endure such self-consciousness.”

– C.S. Lewis, excerpt from the Essay “The Parthenon And The Optative”
_______

When we look at education from such changed standards as those 75 years later, it is almost difficult to follow Lewis’ line of reason because education philosophies have shifted around so greatly. Even still, I can’t help but find immense application of Lewis’ timeless theories to critique the Common Core standards and modern education paradigms. Some of the things he expresses also seem to contradict my own thoughts and experiences. Before I explain our overarching agreements and what I believe he would think of the Common Core, let me discuss our possibly disagreement.

Lewis goes on to end the article by saying “Of course we meet many people who explain to us that they would by now have been great readers of poetry if it had not been ‘spoiled for them’ at school by ‘doing’ it for examinations of the old kind. It is theoretically possible. Perhaps they would by now have been saints if no one had ever examined them in Scripture. . .It may be so: but why should we believe it is. We have only their word for it; and how do they know?”

I confess that I am one of these people. I am now as a man an eager omnivore of a critical and enthused reader, but I was long dormant in my desire to learn. I felt very dull toward learning throughout high school and for almost five years after college. I would not say that this has as much to do with being tested as it did with a lacking of inspired teachers.

I had some apathetic teachers and some great teachers who cared deeply for their student’s well-being, but none of which were inspired by their course subject matter. I can only think of three teachers I have ever sat under whose own inspirations on the subject matter were palpable in the classroom, and these have stuck with me. I can only imagine what my education would have been like if my teachers had all been hired based on their response to the question, “tell me what you love about (_subject_matter_)?” In my mind, education on all fronts should always be 3x as concerned about inspiring a desire to learn as it is with any other aspect of how to teach.

I think C.S. Lewis would have appreciate the fine distinction between a student turned off by being tested and a student turned off by a bored teacher, although I cannot assume that he would necessarily agree with the justification of the one if he ridiculed the other. I can say that he himself, the professors who taught him, and those whom he surrounded himself with seemed always to have a lust for critical and impassioned learning. I have yet to read anything by him distinguishing between those in education who are passionate and those who seem disingenuous. It seems that most whom he agreed and disagreed with were at least passionate about their ideas, and perhaps the problem rarely arose in his own circles.

He is right when he says that literary appreciation (and all kinds of deep appreciation) is a delicate thing. I once had a roommate who could only really enjoyed reading instruction manuals. I understand and love that different types of people learn differently and enjoy things differently. That’s why we should all be exposed to passionate car mechanics, starry-eyed scientists, and enthusiastic book worms. Our system should not be so heavy-handed as to disengage the teacher from his materials. Every student should have the opportunity to see a dictionary, instruction booklet, and novel used appropriately and passionately. Then perhaps we could all start getting out of our comfort zones and appreciating our own natural passions and foreign ones at the same time. I have met numerous educators who are being disrupted from engaging with student’s minds by the Common Core. Some have even quit teaching after 30 years of service.

I can’t imagine that Lewis would have been eager to see a teacher’s materials handed down to them from on high with a big brother figure in the classroom a couple times a month, but I can say that I would love to sit and chat with him about this circumstance more than almost any other subject.

Stay tuned for the ways I think we agree in Part II.