Educational practice, like our current political system, has been built upon the idea that opposing viewpoints might result in a better outcome. These sides begin to define themselves as what they stand against rather than what they stand for, and therefore cannot change their position without being called out and humiliated. Strident opposition that has been entrenched atrophies both sides.
Opposing forces in Education have been seen as Public vs Private schooling, Traditional vs Progressive Pedagogy, choice vs community schools, segregated vs integrated, inclusion vs targeted instruction…the list goes on and on. What each side has in common is that they often define themselves as the better alternative to the other, a solution to the other, and at the core, a fixing of the problem that the other model created.
What if, instead of thinking with these constrained negative definitions, we embraced the ‘And’ in education? Instead of being pitted against each other, what if we worked together as a larger coalition on behalf of what we all aspire to – the strengthening and uplifting of our society through relevant education? How might we pull back from some of our ‘non negotiables’ and see our work from another point of view? And most pointedly, can we have empathy for those who attacking our particular pedagogy, even if they cannot see us as more than the opinion we embody? Are we able to see our opposition through the lens of humanity?
How do we work within a shared understanding of our own humanity rather than work within a structure that has been built that we follow without question? How do we break from the bonds of ‘right and wrong’ that we have been brought up in and are complicit in strengthening? Can we move toward a vision of educational health for all, without falling into a crippling fear that this change will lead to just another structure that may divide us? A way I see forward is to embrace the ‘And.’
Embracing the ‘And’ is a conscious decision regarding language and stance – that one will refrain from the words “or,” “but,” “not” and “neither” and instead be open to the connection between things that appear to be opposite. What lives in the space of the ‘And’ is an openness to possibility, a way of seeing that might create a new paradigm, as well as a kind of mystery and awe-perhaps wonder-that these two ideas, concepts, ideas, and emotions can share the same space without destroying the other.
There are exceptions to the ‘And.’ These are acts and stances that are so clearly filled with evil and hate that they do harm if they are put in the same sentence with the work of schooling. For example, school shootings – horrible acts often committed by those who are mentally unstable- cannot be equated with policies such as school closings. Both are destructive – one is totally outside of what one would accept as a possibility or even endorse.
In teaching, the ‘And’ can be considered when thinking about the students in our classrooms. For example, a child is more than one word (“good”) or label (“ADHD”), and is in fact many words, visible and occurring at the same time. Thus, we can see a child as both irritable and thoughtful. By pushing our ability to observe and consider the language we use when describing children, we will be able to better see and understand our students, which may help us become better teachers of them. The ‘And’ can also be put into use when thinking of school systems and current reforms – and even pedagogies that are rooted in the varied philosophies of education. So traditional and child centered practices have the possibility of being in the same space, the same classroom, the same school.
We have become so used to defining ourselves by what we are not, reacting to what we do not like, and living our lives in opposition to what we perceive to be evil. This is a way of being that feeds many, and while it makes life clear, it also can shut off possibility. Living in the ‘And’ takes courage and risk, as the ‘And’ is not as solid as an ‘Or’ or a ‘Never’ or a ‘Not.’ ‘And’ implies an openness and vulnerability that requires a strong inner core that is rooted in values ‘and’ able to consider the others point of view. One’s values should not act as blinders-they act as roots that allow a person to bend, grow, connect and adapt to the environment one is in.
The world is moving toward the ‘And,’ and I sense that the turmoil we are experiencing is coming out of the fear of it-fear of connecting on a global level, of having one’s strong identity while accepting another’s, and of seeing one’s destiny intertwined with those on the other side of the planet who have a different, yet valued perspective. I urge you as educators and citizens to push into and embrace the And-by opening up boundaries, building community, and moving toward to a level of discussion that is real, challenging, and transformative. Our current students and future generations deserve to live in a world of the And, and together, we can build it!
I appreciate your “And” idea. I especially like this paragraph:
“ Embracing the ‘And’ is a conscious decision regarding language and stance – that one will refrain from the words “or,” “but,” “not” and “neither” and instead be open to the connection between things that appear to be opposite. What lives in the space of the ‘And’ is an openness to possibility, a way of seeing that might create a new paradigm, as well as a kind of mystery and awe-perhaps wonder-that these two ideas, concepts, ideas, and emotions can share the same space without destroying the other.”
What I have difficulty with is the “how” of the “And”. How do we support public education while offering alternative educational formats without crippling public education in the process?
I worked as the PR director in the Riverhead Central School District for 25 years. It’s a very diverse district unlike most districts on Long Island and due to a number of factors is underfunded by the state. It also has a charter school, which is not particularly effective, sucking millions of dollars out of its budget.
When the charter school started up I was hopeful “It” could be an “And”, but it seemed to offer very little of value to the extension of educational pedagogy or community commitment. I know there are excellent private and charter schools that do offer opportunities to students, but funding is a huge issue for public schools.
In my opinion, our current Secretary of Education is another contributing factor to preventing support for “And” thinking.
I really would like to hear more about what you presented in this statement. Specifics like your statement of treating students and classroom practices as an “And” was particularly helpful.