Ubuntu

Vygotsky recognized the essential role social context plays in the developing cognition of young learners. Learning is not an isolated test-tube event, but an integrated process of internalizing the understanding received and accepted by competent others with whom one is in dialogue and relationship. The progress of a young learning mind therefor depends on the vitality of this invested social body; once a student is cognitively prepared to progress he will be able to benefit from experienced and caring others who will nurture further learning.

I am deeply appreciative of Vygotsky’s wisdom to recognize the essential social and relational context in which learning takes place. It reminds me actually of literary theorist and anthropologist René Girard’s rather recent intellectual ‘discovery’ of mimesis: the imitative nature of human desire. (Really this has been understood by prayerful mystics for thousands of years; however for something as deeply true about human nature to penetrate the defensive hubris generated by modern academia and reach recognition and acceptance, well it really is a striking discovery in such self-absorbed modern intellectual circles.)

Similar to Vygotsky, Girard has uncovered the social underpinnings of human desire by astutely observing commonalities among the world’s greatest literature in how conflict is generated: in contrast to simplistic modern adages that attribute all violent conflict to differences and not ‘getting along’, Girard demonstrates that a certain most dangerous species of violence is not born of difference but precisely resides in proximity, similarity, and getting along famously. Only with someone close to ourselves and alike to us, do we come to share competing desire for one and the same thing. From this mimetic desire, rivalry is born and violent conflict may erupt if the object of this shared desire cannot itself be shared. (In great literature then, Girard recognizes that it is often a romantic partner who comes between two characters very much alike, since this special object of desire can never be shared by two rivals).

Only in a triumphantly individualistic culture can it come as great surprise that everything from human desire to intellectual development is highly dependent upon and shaped by our social context and relationships. As educators we should accept even greater responsibility to reach each learner where she is at, with the knowledge that her learning is dependent on caring intervention and nurturing collaboration with those around her. Yet there is a foolish irony if teachers are expected to appreciate multiple learning styles while simultaneously assuming no specific teaching style particular to themselves and their own distinct personalities. While educators must do their very best to teach students in various diverse ways sensitive to the differences among them, we also need to admit our own strengths and preferences endemic to our personality and expressed in our own teaching style. For me this has meant a tendency toward bodily-kinesthetic and naturalistic-environmental instruction. I am deeply inclined in these directions myself and feel some legitimacy to emphasize these learning styles given that they are typically terribly neglected by teachers, to the learning atrophy and boredom of many students and I would suggest especially young boys.

My interest and even passion to teach out of doors and in a multi-sensory, bodily-kinesthetic way, will make me more suited to some students and less to others. It is my responsibility as an educator to recognize this bias in my teaching style and be ever-vigilant in my efforts to reach those students not as easily engaged by my typical instruction emphasis. Nevertheless I believe that teachers teach who we are, and our genuine enthusiasm counts for a great deal that may be ‘lost’ due to our natural limitations being specific persons with specific personalities. My own pedagogical vision will entail certain challenges, but these create some of the beauty that collaborative learning and a diverse, communal classroom can have. I don’t want to be everything to everyone, and I know I cannot be. But I can always strive to be my best for each student in my care; to see her as she really is and to offer what strength I have to nurture her love of learning along the path of discovery.

UBUNTU: A person is only a person through other persons.

-Mark Northey

[NOTE: I was away at camp during this blog post]