Sunday musings - June 11, 2023
Purpose
Recently someone on a podcast to which I was listening suggested that the purpose of education is to form rather than inform. I apologize for not giving credit to the person although I think it may have been Dr. Robert Zaretsky speaking with Sean Iling on The Gray Area podcast.
Although I have chosen different words, I have often asked the question: “What is the purpose of education?” Is it to develop critical thinking skills or is it to inform students of what is currently considered “acceptable and comfortable facts”? Certainly, we all need to know some basic “reading, writing and arithmetic” skills. My experience with young children is they quickly decide to quit learning these and other skills and information if they do not understand they have a practical purpose. For example, I recall our young son not learning how to read an analog clock. He finally confessed that he did not see any reason to do so since he had easy access to digital clocks. That made sense to me.
Renee Descartes may come to mind when one talks about the part of the brain used for what he called thinking. For many people, this process may be dictated by feelings, what one has memorized, what one has been told, or what one hopes will gain the approval of others. Descartes famously suggested “I think therefore I am.” In a sense one might agree with him depending on how one defines thinking. Is it a brain process used to analyze and reach a conclusion. Unless one is intentionally making decisions based on core values it may be difficult to distinguish a person’s decisions from those made by an AI. In fact, it now seems possible that an AI might be created which can make decisions independent of what “their human” has programmed them to do.
Is the goal of education to teach skills one can use to prove that one is better than, stronger than, richer than, has a greater capacity to store information, or in some other way to attempt to establish their essential worth? Alternatively, is the goal of education to learn skills which can be used to make decisions which make use of one’s talents or gifts to create a safer, more just, more ecological friendly world; to be one’s best self in the service of the whole of the interdependent universe?
Young children naturally ask why questions. Sadly, sometimes we parents respond with “Because I said so.”? When a child asks why learn math we might reply, “Because math is a language to describe and discuss relationships; to help us learn how to measure ingredients to prepare a healthy meal, to tell us how to build a Lego building or the building in which we live so it is not likely to fall down.” The same young child might ask, “Why learn to read?” One might reply so we can let grandma know how much we lover her; so, we can share Johnny’s adventure; so, I can leave a note letting you know when I will be home; to share a funny story; to help us share dreams.”
One can teach children that purpose is primary, and skills are secondary. Skills exists to service purpose. My experience tells me we humans love to learn if we can see a goal which resonates. The goal can be a temporary short term one such as feeding one’s addiction or can be less self-serving with a wider focus.
I recall asking an architect who was depressed and could not find any joy in his work: “What would you like people occupying a building you design to do to create a safer, more joyful world for your children? At first, he said he never thought about that question. Then, as he began to think about the question, he got excited, and his depression lifted. I asked a professional fund raiser a similar question about how she wanted the funds she was raising to be used to create a better world for her children.” Every time I invite someone to consider having a purpose beyond getting a paycheck to pay the bills to provide. to fuel one’s body, or to have an “impressive house”, they are likely to become thoughtful.
I believe children - all of us - want more than existence. Formal and informal education need to serve that purpose. Teachers want students who are excited to learn. Healthy parents want children who love to learn and create; who do not have to be forced to do their homework. We all want a world which feels safe and where we have a reason for being.
Recent laws in many states have been designed to prevent critical thinking; to keep children from learning what may be uncomfortable accounts of history; to ensure that parents do not have to face the reality of children knowing sexual orientation may occur on a continuum; to ensure that parents do not have to face that some children know at a very early age they are not at home with their assigned gender. Children are naturally curious, are sexual, know what is comfortable and uncomfortable and know what they are ready to learn. One cannot be at home in the world if one is not at home in one’s body. One cannot be at home in the classroom if one cannot ask why and expect to receive an answer which respects the right and need of that “why”.
Written June 11, 2023
Jimmy F Pickett
coachpickett.org
Purpose
Recently someone on a podcast to which I was listening suggested that the purpose of education is to form rather than inform. I apologize for not giving credit to the person although I think it may have been Dr. Robert Zaretsky speaking with Sean Iling on The Gray Area podcast.
Although I have chosen different words, I have often asked the question: “What is the purpose of education?” Is it to develop critical thinking skills or is it to inform students of what is currently considered “acceptable and comfortable facts”? Certainly, we all need to know some basic “reading, writing and arithmetic” skills. My experience with young children is they quickly decide to quit learning these and other skills and information if they do not understand they have a practical purpose. For example, I recall our young son not learning how to read an analog clock. He finally confessed that he did not see any reason to do so since he had easy access to digital clocks. That made sense to me.
Renee Descartes may come to mind when one talks about the part of the brain used for what he called thinking. For many people, this process may be dictated by feelings, what one has memorized, what one has been told, or what one hopes will gain the approval of others. Descartes famously suggested “I think therefore I am.” In a sense one might agree with him depending on how one defines thinking. Is it a brain process used to analyze and reach a conclusion. Unless one is intentionally making decisions based on core values it may be difficult to distinguish a person’s decisions from those made by an AI. In fact, it now seems possible that an AI might be created which can make decisions independent of what “their human” has programmed them to do.
Is the goal of education to teach skills one can use to prove that one is better than, stronger than, richer than, has a greater capacity to store information, or in some other way to attempt to establish their essential worth? Alternatively, is the goal of education to learn skills which can be used to make decisions which make use of one’s talents or gifts to create a safer, more just, more ecological friendly world; to be one’s best self in the service of the whole of the interdependent universe?
Young children naturally ask why questions. Sadly, sometimes we parents respond with “Because I said so.”? When a child asks why learn math we might reply, “Because math is a language to describe and discuss relationships; to help us learn how to measure ingredients to prepare a healthy meal, to tell us how to build a Lego building or the building in which we live so it is not likely to fall down.” The same young child might ask, “Why learn to read?” One might reply so we can let grandma know how much we lover her; so, we can share Johnny’s adventure; so, I can leave a note letting you know when I will be home; to share a funny story; to help us share dreams.”
One can teach children that purpose is primary, and skills are secondary. Skills exists to service purpose. My experience tells me we humans love to learn if we can see a goal which resonates. The goal can be a temporary short term one such as feeding one’s addiction or can be less self-serving with a wider focus.
I recall asking an architect who was depressed and could not find any joy in his work: “What would you like people occupying a building you design to do to create a safer, more joyful world for your children? At first, he said he never thought about that question. Then, as he began to think about the question, he got excited, and his depression lifted. I asked a professional fund raiser a similar question about how she wanted the funds she was raising to be used to create a better world for her children.” Every time I invite someone to consider having a purpose beyond getting a paycheck to pay the bills to provide. to fuel one’s body, or to have an “impressive house”, they are likely to become thoughtful.
I believe children - all of us - want more than existence. Formal and informal education need to serve that purpose. Teachers want students who are excited to learn. Healthy parents want children who love to learn and create; who do not have to be forced to do their homework. We all want a world which feels safe and where we have a reason for being.
Recent laws in many states have been designed to prevent critical thinking; to keep children from learning what may be uncomfortable accounts of history; to ensure that parents do not have to face the reality of children knowing sexual orientation may occur on a continuum; to ensure that parents do not have to face that some children know at a very early age they are not at home with their assigned gender. Children are naturally curious, are sexual, know what is comfortable and uncomfortable and know what they are ready to learn. One cannot be at home in the world if one is not at home in one’s body. One cannot be at home in the classroom if one cannot ask why and expect to receive an answer which respects the right and need of that “why”.
Written June 11, 2023
Jimmy F Pickett
coachpickett.org
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