In Ralph Waldo Emerson’s essay “Self-Reliance”, he makes quite a few strong claims about humans, society and paints an image of the kind of individual we should all strive to be. He disapproves of the way in which us humans, fall prey to the rules and standards of society — turning us into “machines”, into “empty vessels” lacking originality and individuality. Emerson preaches that it is time to stop imitating, (as “imitation is suicide”), and listen solely to our inner voices. Emerson values the childlike spirit that gets lost as we move into adulthood, because after all, who else, if not children, is better at living for themselves? Children posses the very carefreeness, passion, thirst for exploration, and creativity which Emerson talks about. Emerson insists that we must always stay in touch with this “childlike spirit” in order to lead enriching lives.
What is interesting to me is that, from my background in education, the return of such Emersonian ideas is becoming increasingly prominent in western pedagogy.
Looking at the history of schooling in western society, compulsory and public education was initially a means for regaining social stability. One of the ways in which schools did this was by enforcing the “student role” on to children through the school’s hidden curriculum (the unofficial, unwritten and often unintended lessons, values, and perspectives that are taught in schools (edglossary.org) ). Students are taught to take part in “good” and “proper” behaviour in order to be rewarded by teachers. Essentially, students are taught to mindlessly follow a strict set of rules, routines, schedules and activities planned by the authority figure. Thus, the organizational structure of schools was socializing children for society (Gracey, 1975).
However, in recent years there has been a shift to a more “child-centred” approach to pedagogy, where “children's ideas, preferences, learning styles, and interests are considered in the planning for and implementation of instructional practices” (Morrison, 2010). Today, this means that classrooms are evolving in ways that I could have never imagined as a child. Last year, I taught as a student teacher in a fourth grade classroom where the teacher designed the classroom in a radical way. Alternative seating was implemented, where students were given a choice to sit wherever they wanted — and I mean, WHEREVER they wanted. Some students sat on the ledge of the chalkboard, some on chairs with the legs taken off, and some chose to not have a desk at all — but just a “space” that they personalized and decorated the way they wished. This allowed students to retain and nourish their sense of individuality within the classroom context. The lack of rigid rules and structure in the classroom allowed the student to constantly explore. During my time with the class, I got to know each of the kids very well and I saw how much creative potential each of them had. These kids were always creating. They were making prosthetic arms with tape and aluminum foil, choker necklaces with coloured paper and string, and graphing out military bases using clay, miniature toys and popsicle sticks. When I ask them about their creations, they were excited to share their ideas and thought processes behind their work. Ultimately, students are no longer being bound to one set rubric – they are allowed to manifest their creativity and intelligence in the way that works best for them. After reading “Self-Reliance”, I could not help but look back and see the Emerson in this contemporary classroom design. What we are seeing in recent pedagogy is a focus on: creativity, exploration, originality and nourishing individuality. Isn’t this what Emerson wished to see in people?
More information on this approach to classroom instruction: http://www.peelschools.org/aboutus/21stcentury/Documents/Empowering%20Modern%20Learners%20-%2012%20page%20Nov%208.pdf
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