The Language OF working 'With' Children.

Language is deeply intertwined with culture and society, as it reflects the beliefs, values, and practices of a particular community. It evolves over time, mirroring the changes in culture and society. Considering this, it is crucial to examine the language used to construct our pedagogical systems when discussing working with children.

The words we choose to describe our interactions with children shape the systems and constructs within which we operate. More importantly, they significantly impact the experiences of the children whose lives intersect with these systems. In line with our previous discussion on the role of a "teacher," it is worth exploring the shift from the term "good teacher" to "skillful guide." (read more...)

A skilled guide differs from a traditional teacher in that they join learners on their own journey instead of imposing a predefined path. They draw attention to information that aids exploration, much like a tour guide focuses on the features of a cityscape. This notion of a guide contrasts with the mental associations often evoked by the word "teacher," which may bring to mind delivering lectures.

The term "lecture" originates from the Latin word "lectura," meaning "a reading" or "a lesson," derived from the verb "legere," meaning "to read" or "to gather." This scene places the teacher at the front, sometimes literally on a pedestal, as the knowledgeable expert whose role is to impart knowledge to the students who stand before them. However, we believe that learning is a far more active and embodied process of becoming, as explored in our previous article (Here) on intelligence, ability, and learning.

While it may seem like an oversimplification of our modern construct, even the most advanced cognitive science-informed classrooms still rely on this dual existence of the teacher, physically and conceptually separate from their students. However, the didactic imparting of knowledge, centered on recall, repetition, and memorization, fosters a system built on student compliance. It is important to note that there is a place for this approach if it aligns with the intended outcome. However, a curious mind, such as that of a child, can easily become lost in a system that demands conformity.

To sustain this compliance-oriented system, a sub-system of "behavior management" has been created. The emergence of the notion that human behavior can be "managed" is in itself oppressive. Despite good intentions, these tools designed for behavior management deprive children of their agency, leading to a consumer need for behavior management consultation. This system perpetuates a trickle-down oppression, where teachers, who themselves have limited agency, resort to utilizing tools and seeking consultancy to navigate the classroom experience while maintaining the hegemonic power dynamic of the teacher at the front and students below.

So, how can we overcome these challenges through language?

We propose the metaphor of "the guide by the side or the sage on the stage."

Children possess an innate curiosity and a drive to understand their environment, forming attachments to others. A curious mind benefits from a supportive guide, someone who can join with them rather than work under strict supervision and instruction, which ultimately diminishes their natural curiosity. Instead of merely instructing and telling, a skillful guide shares facts and fragments of information while allowing learners to navigate and perceive new possibilities on their own. Being a skillful guide entails supporting learners' self-determination and providing knowledge at the right time to promote competence and understanding.

This shift in language promotes a pedagogy built on "withness." No longer can there exist a dualistic relationship between teacher and student. Learning becomes a co-created journey where both the guide and the learner walk together, having equal opportunities to grow. The path embarked upon becomes an opportunity for both the guide and the learner to learn and discover new ways of understanding the world and themselves.

By changing our language and embracing the concept of a skillful guide, we create an environment that nurtures curiosity, autonomy, and co-creation in education. It sets the stage for a more inclusive and empowering pedagogical system, one that values the agency and potential of every learner.