Knowledge

How often is each of us exposed to the old adage, "knowledge is power." It seems unfortunate that such a perspective was ever allowed to evolve amidst human intelligence.To begin with, is the observation "knowledge is power" even close to being correct? In our attempt to set ourselves apart from our fellow human beings have we allowed ourselves to be deceived by a myth? Equating knowledge with power not only subjects it to misinterpretation, but also corruption. If one truly understands knowledge, and values the potential it holds, then why not ensure that it is equitably dispersed among all citizens of this earth rather than to an elite, power-seeking, few. As John Adams pointed out, "The preservation of the means of knowledge among the lowest ranks is of more importance to the public than all the property of the rich men in the country." Knowledge, like wealth, if not fairly and equitably distributed among all people regardless of their lot in life, becomes a tool of discrimination and decimation. Knowledge hoarded and withheld may serve its master's purpose, but does not honor him or her. It is like a candle without a wick, lots of potential, but missing a purpose. Such a candle serves only the darkness, doomed to forever hold secret all it has ever known, and all it might have to offer. Unable to add light to the world, its true value will never be measured; never realized. In the words of Johann Wolfgang von Goethe, "Knowing is not enough; we must apply!"

Understanding and properly applying that which we call knowledge says much about us as human beings, individually, and collectively. The proper pursuit and utilization of knowledge tips the scales in favor of our "becoming," as opposed to what we possess. St. Bernard takes Goethe's admonition even farther, sharing his perspectives regarding the proper application of knowledge:

There are some who desire knowledge merely for its own sake; and that is shameful curiosity. And there are others who desire to know, in order that they may themselves be known; and that is vanity, disgraceful too. Others again desire knowledge in order to acquire money or preferment by it; that too is a discreditable quest. But there are also some who desire knowledge, that they may build up the souls of others with it; and that is charity. Others, again, desire it that they may themselves be built up thereby; and that is prudence. Of all these types, only the last two put knowledge to the right use"

(St. Bernard, Sermon on the Canticle of Canticles)

Schools are often considered repositories and distributors of knowledge. This will be argued by some who believe that schools are more likely to be dealing with information than knowledge. John Naisbitt believes, "We are drowning in information but starved for knowledge." Either way, schools are operating beneath an overburden of laws, regulations, and social expectations that often channel their efforts in a direction that even they might not support or endorse if given a say in the matter. Regardless of the impetus that guides the operational philosophies and pedagogy of schools' instructional practices, as discerning, sentient, beings it behooves all of us to carefully plan our future efforts for the maximum benefit of our children. Carl Rogers suggested, "If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning."

Therefore, rather than looking upon knowledge as power, collateral, weaponary, or the like, we might be well advised to consider the perspectives of some noteable thinkers of the past as they reflect on where knowledge fits into the hierarchy of human qualities and attributes. Albert Einstein is often quoted as saying, "Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might yet discover and create." Putting the human imagination to use in understanding the universe, and all it holds for those capable and willing to do so, was important to Eden Phillpotts who believed, "The universe is full of magical things, patiently waiting for our wits to grow sharper."

Finally, educators might better serve the children in their care by continuing providing the children with the rudiments of learning, but doing so in such a manner that the children are equipped to become self-actualized, independently thinking and functioning, human beings who are drawn to a life of duty and responsibility rather than indoctrinated and dogmatically programmed to accept without question that which is handed to them. Provide them with the utilities necessary for handling information in its many forms, however, equip them also with the faculties of discernment, analysis, and synthesis. Doing so we provide the children with far more than an "education," we provide them with a portal to to a future of their own making, a world yet to be defined, an understanding of their own purpose and role in the human history unfolding, based on true knowledge and ripened with wisdom.

If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.

--Rachel Carson

I believe that imagination is stronger than knowledge -- myth is more potent than history -- dreams are more powerful than facts -- hope always triumphs over experience -- laughter is the cure for grief -- love is stronger than death.

--Robert Fulghum

Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever or whatever abysses nature leads, or you will learn nothing.

--Thomas H. Huxley

Goals

"Thought is the blossom; language the bud; action the fruit behind it."

--Ralph Waldo Emerson

Using the words scribed above by Emerson as metaphor, one can think of "thought" as vision, language the "mission," and action the "goal." Basic instruction in the development of goals emphasizes the importance of stating one's goals in action terms. However, if the goal-setter is not willing to stretch beyond rhetoric, the outcome will still be pretty much the same; nothing noteworthy. Some people feel ill at ease developing or "setting" goals that appear unattainable. We are told that if a person cannot with certain assurance achieve a goal s/he sets, discouragement will result in defeat; mission impossible. Are we not shortchanging ourselves though if we are not willing to stretch, to reach beyond our calculated and self-imposed limits, or the limits set for us by others?

"The greater danger for most of us lies not in setting our aim too high and falling short,

but in setting our aim too low and achieving our mark."

— Michelangelo

There is a more important reason why goals need to be spoken of as actions. Goals that are meaningful to us cause a stirring, a motivating force that stokes the internal fires of ambition, courage, and imagination. The unseen becomes a magnetic attraction that draws the person or persons toward it as surely as gravity pulls us to earth. George Bernard Shaw speaks of the quickening that follows the conception of meaningful goals. He notes, "I tell you that as long as I can conceive something better than myself I cannot be easy unless I am striving to bring it into existence or clearing the way for it."

Another realization that comes with the development and pursuit of worthwhile goals is they can be allusive and in a constant state of metamorphosis, especially the closer we come to achieving them. This can be the result of many forces at work on both the goal and the pursuer. One cannot journey on the path to something better, higher, of greater value, without experiencing change along the way. Such change of "self" automatically changes the other variables connected to the pursuit of a goal. As noted by Heraclitis centuries ago, "You cannot step twice into the same river; for fresh waters are ever flowing in on you." Each step one takes toward his or her goal, changes the flow of things, even if only imperceptively. Deny this perspective if you wish, but test it for yourself. A goal is something desired, not something already in possession. If the intent of pursuing the goal is not to bring about a change of some sort, then why on earth would a person claim to be working to attain it?

Equally important, for a goal to have value and meaning for a person or organization, it must lead one through unknown territory. Since, ideally, one is breaking a new trail when working toward his or her goal, then s/he might do well to follow the suggestion of an unknown author who stated, "Do not follow where the path may lead. Go instead where there is no path, and leave a trail ..." Chin-Ning Chu offered similar advice in a distant past, noting, "A successful life is one that is lived through understanding and pursuing one's own path, not chasing after the dreams of others."

The Children's Champion believes that schools need to consider that which has been suggested in this offering as they approach the goal-setting section of their strategic plan. Educational leaders, regardless of their title, or position within the organization, need to be willing to "stretch;" to risk. A colleague once noted that if an astronaut was to go out into space for 50 years and return to earth that the one business or organization that he would not have trouble identifying would be schools. Goals by their very nature must exist somewhere in the future. To attain worthwhile goals, one is going to have to let go his or her death-grip on the past in order to advance into the future. It is difficult to find school vision and mission statements, where they exist, that do not speak to preparing children for the future. If our schools truly want to witness their vision and mission statements manifested, then there must be acceptance of change, risk, discomfort, and, yes, even failure. After all, schools are institutions of learning and educators understand that some of the greatest lessons learned are the results of some form of failure. Why, then, should we want to anchor our goals - our forward-looking thoughts - to bedrock. Doing so may bring about an illusion of security, but it will not get us where we want to go; the future. A little earthquake to loosen up the bedrock, anyone?

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth.

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same.

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

--Robert Frost, The Road Not Taken

Mission

“Every person above the ordinary has a certain mission that they are called to fulfill.”

--Johann Wolfgang von Goethe

The unreal is more powerful than the real, because nothing is as perfect as you can imagine it. because its only intangible ideas, concepts, beliefs, fantasies that last. stone crumbles. wood rots. people, well, they die. but things as fragile as a thought, a dream, a legend, they can go on and on.”

--Chuck Palahniuk

The concept of vision and visioning sets the stage for one's better understanding of his or her mission, or purpose. This is true whether one is developing a strategic plan for his or her professional career or position, or a life plan for his or her personal development. Psychologist, and Nazi concentration camp survivor, Viktor Frankl wrote, "Everyone has his own specific vocation or mission in life; everyone must carry out a concrete assignment that demands fulfillment. Therein he cannot be replaced, nor can his life be repeated, thus, everyone's task is unique as his specific opportunity.”


Developing a sense of mission is fundamental to the act of "becoming."  In the words of Keith Urban, "Hearing Bruce Springsteen sing Born To Run, you know what his goal was. A man on a mission is a great thing to witness in any form. That`s fantastic and inspiring. I have had moments of worrying about this: I don`t have a mission that has a real focus." For a person, or organization, to rise above the perennial lethargy that is the fallout of an acceptance of medocrity or apathy, seeking one's mission or purpose is of paramount importance. Indeed, there is an immediacy that builds upon the acknowledgement that one is becoming aware of something important, something meaningful, something potentially life-changing. The late W. Clement Stone stated, “When you discover your mission, you will feel its demand. It will fill you with enthusiasm and a burning desire to get to work on it.”

At some point in the process - for some sooner than for others - an awareness of what this discovery of mission may require of the person, or organization, has a very good chance of dampening the enthusiasm, or sending it into total denial. Anything of value - anything worth doing - always carries with it a toll which must be paid. Putting one's mission into action should not be expected to be less taxing in this regard.  President Richard Nixon once noted, “Once one determines that he or she has a mission in life, that's it's not going to be accomplished without a great deal of pain, and that the rewards in the end may not outweigh the pain --if you recognize historically that always happens, then when it comes, you survive it.”


Those of us whose mission has taken us into the world of institutionalized education are, often times, all too keenly aware of that to which the late Richard Nixon spoke. Our efforts to bring about positive change is frequently at odds to the forces of stagnation. As recently as last week, the Children's Champion was told by a member of a rural school community that a member of the governing school board has openly declared that the existing school has served three generations of his family just fine the way it exists, therefore, any suggestions for change, for better or for worse, are not welcome. Isn't it  kind of interesting that in that same community no motor vehicles of three generations past were noticed in the school parking lot? One cannot help but question why individuals or groups are so fearful of schools progressing at a pace comparable to the world they serve. Because one cannot see the end result of a particular change should not provide sufficient rationale for not exploring and venturing forth. As Soetsu Yanagi notes in his book The Unknown Craftsman, "All works of art, it may be said, are more beautiful when they suggest something beyond themselves than when they end up being merely what they are. . . ." So too, when we seek to determine our mission as educators, and that of our educational institutions, we might be wise to accept a certain degree of "open-endedness" as we set forth to change the direction our schools are currently following.

Whether we speak to the mission of the individual, or the collective, we might do well to follow the advice of  David Coverdale, "I think we have two very important missions in life. One is to find out who we really are and the other one is to taste as much of life and experience as much of life as we can." Just imagine what our schools might look like if we applied Coverdale's philosophy to their design and delivery of instruction. Why are we willing to resign ourselves to the belief that schools exist primarily for the relaying of facts, figures and formulas to successive generations of children? This is not to denigrate the importance of such instruction, but there is so much more to the studying and understanding of life and all its meanings than the simple transference of information from one generation to the next. The Children's Champion believes, at minimum, schools should have as their mission the maximizing of opportunities and the minimizing of obstacles for children as they experience their world and begin the search for their "purpose in being;" their mission.

We will end this offering regarding the concept of "mission" with the following thoughts:

"Make your life a mission - not an intermission”

--Abdul Kalam, President of India

"To succeed in your mission, you must have single-minded devotion to your goal.”

--Abdul Kalam, President of India

"Here is a test to find whether your mission on earth is finished: If you are alive, it isn't."

--Richard Bach, Pilot and Author

Vision

"Cherish your visions and your dreams as they are the children of your soul, the blueprints of your ultimate achievements." 
--Napoleon Hill

". . . and at times a strange far look would come into his eyes, as if he saw a vision in the skies." 

— Henry Timrod, “A Vision of Poesy,” from Poems (1860)

Unfortunately, the concept of vision and visioning has practically deteriorated to mere cliche' for many of us. The avant guarde speak of "vision" as if it is the discovery of the late 20th, early 21st, century enligthened society. Yet, we find like T.S. Eliot's Little Gidding, the actual discovery is that our journey has returned us once more to where we began. Noted long ago in biblical scripture, "Where there is no vision, the people perish (Proverbs 29:18)." Developing a clear understanding of where it is we want to go, what we want to do, our purpose for being, is something that humankind has had to come to terms with for much of recorded history.

"Man has lost his vision, .... Power is what he lives for now."

--Earnie Frost, Cherokee Indian

Working with groups of educators, and their support systems, over several decades has had the sobering effect on this writer of having to witness Earnie Frost's perspective become manifested in our efforts to develop a clear vision for our schools and other instructional organizations. Although Bloom urges us to work towards helping the individual work through the stages of human growth and development to become the "self-actualized" person, we often fail to prepare them beyond the bottom tier which emphasizes those constructs that we frequently frame as sustenance and security. Certainly, this is not a onerous we can lay upon the back of our formal instituions alone. Afterall, schools generally reflect the expectations of the society they serve. The most current example of a society forcing its designs upon its public schools is the No Child Left Behind Act (NCLB). NCLB was not the natural spawn of the United States public education system. Rather, it was an executive decision to place a foster child into a mostly non-receptive foster home. Even the most rash among us should find it difficult to be too out of sorts with our public education system for not wanting to become surrogate parents to a child of questionable parentage.

Our awareness, however, of the potentialities and possibilities that await the activated and supported human imagination, should drive us to demand more than the minimal necessary precepts of a revenue generating, and nationalist, citizenry. Solving the challenges of the current and future world makes it imperative that we stoke within each child the fires of imagination and creativity, which in turn fuels the mind's visionary urges; the creation of a better world rather than illiciting allegiance to the quid pro quo. We must, as author Tom Peters challenges us, go against traditional thought that rationalizes "if it ain't broke, don't try to fix it," and, instead, to "break it even if it appears to be working." The same thought might be expressed through the following quote by Kurt Hahn: "There is more to us than we know. If we can be made to see it, perhaps for the rest of our lives we will be unwilling to settle for less."

The challenge to develop visionary educational systems and processes is complicated by the very nature of the task. The "raw material" of school systems, public or otherwise, is as diverse and complicated as is the children being served. As Henri Matisse noted, "There is nothing more difficult for a truly creative painter than to paint a rose, because before he can do so he has first to forget all the roses that were ever painted." If creating the perfect image of a rose seems next to impossible, how much more challenging is creating the perfect image of a child of tomorrow without forgetting all of the images of children past and present. The difficulty of the task did not keep Matisse from continuing his efforts to capture the essence of the rose, nor should we expect to divine an easy pathway to accomplishing our intended task of envisioning a better world for our children.

As imperative as developing a vision for our schools might be, we will find little respite through its birthing. As demanding as nurturing the child within through its gestation and forebearing its climaxtic entrance into the world, the astute parent realizes that it is at this point when the real work of parenting begins. The newly formed vision, like the newborn child, will require much effort on our part to see it through to its maturation. Alfred A. Monapert puts this thought into words as follows: "To accomplish great things we must first dream, then visualize, then plan... believe... act!"

Like the new mother, an organization can experience its own version of post-partem depression as it realizes the visioning process is merely the beginning of a long-term commitment. Although bringing the vision to life may have required much effort and sacrifice on the part of the parents, the process ahead will demand even more of us; a commitment that will often demand a greater tax than we had anticipated having to pay during the euphoric days of inception and development. Lest we falter under the possible burden of responsibility that our vision holds for us, or risk the folly and futility of attempting to act without a vision, the fusion of vision and action holds the key to unlocking the door to the future.

"Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world."

--Joel Barker

A final thought to bring the current exchange to a close is to not to become so fixated with the future - what is to come - that we fail to envision the possibilities of what the current moment offers us. Especially in difficult times, one is tempted to forgo the potential rewards awaiting the stalwart in the present moment for the speculative dividends of a future date. As one applies the compass to mapping a route to future wealth, s/he may do well to pan for the gold that awaits those willing to expend the effort to releave it of its current burden. In the words of Ralph Waldo Emerson, "This time like all times is a very good one if we but know what to do with it."

 
Recently, the Children's Champion was asked how he might deal with resistance to change. His response was rather simple in its essence. Resistance to change is usually generated out of fear for the unknown, and an attempt to move one out of his or her comfort zone. Thomas H. Lee believes, "An effective vision helps people accept inevitable changes and put information and events into context." Helping people to visualize a payoff greater than the risk to be taken frequently puts them more at ease, and allows them to see the possibilities rather than the pitfalls. Children represent the possibilities that await a future time; a future world. Our vision of that world should be one filled with hope and promise. When we understand the importance of creating such a future for our children - the vision - fear is replaced with fever, a fever which has as its source our passionate belief that by planning for our children's future we will leave a legacy that will honor our generation as one which cared for both the present and the future without sacrificing either. We might heed Earnie Frost's admonition and find the power that we seek through thoughful visioning of the future. The secret of success may, in fact, await those who harmonize vision and power, rather than those who choose to put them at odds to each other.

"Your vision will become clear only when you look into your heart.

Who looks outside, dreams.

Who looks inside, awakens."

--Carl Jung

Inspiration

"Unfortunately, I have realized that we cannot completely erase all the evil from the world, but we can change the way we deal with it, we can rise above it and stay strong and true to ourselves. And most important, we can inspire others - this is what makes us human beaings, this is what makes us immortal." --Zlata Filipovic, from the Forward of The Freedom Writers Diary.

The Children's Champion was asked by a public school board member last evening how he would propose to inspire a "tenured staff" and prevent them from going stagnant? This is indeed a challenge, not only for tenured staff, but all school staff members, and not only teaching staff. Our educational system takes quite a beating from the public media. A question one must ponder is why this apparent adveresarial relationship has developed over the years. Ask any trainer of domestic animals and s/he will tell you that if you break the spirit of the animal you are training the damage done is often irrevocable, and and the intended goal of training is difficult, or impossible to realize. It is not different for human beings; break their spirit and you can bid a successful outcome goodbye. Social forces would seem to have much more to gain by becoming a supporting element rather than an overly severe disciplinarian.

At the same time, educators cannot allow themselves to wither under the frequent attacks, but must recommit to their purpose and mission and keep on keeping on. As Anne Frank wrote in her diary on July 6, 1944:
"...we have the opportunity to get an education and make something of ourselves. We have many reasons for great happiness, but we have to earn it. And that is something you can't achieve by taking the easy ways out. Earning happiness means doing good and working, not speculating and being lazy."

Educators must see themselves as the eternal student; forever learning and readjusting their lives according to what they learn. They must become a student of life and learn how to deal with its many vagarities. If they are to be inspired they must commit to inspiring others, in this case their students. When they understand that inspiration comes from within, rather than from without, then they will realize that the greatest inspiration a teacher can experience is to become the inspirer of others; Mahatma Gandhi's idea of becoming the change you want to see in the world.
--George Linthicum

Dreaming Of A Better World For Children

One seldom stumbles into finding his or her purpose in life. Instead, it is often an evolving image or mirage, sometimes twisting, convulsing, and tormentingly moving the person forward toward the fulfillment of their existenence here on this earthly plane. Dreams rarely manifest themselves tangibly if not fueled by a burning desire, or passion. In his book, Walking the Trail, Jerry Ellis speaks to this very idea:

"I love to hear people get excited about their dreams. It's as though their energy comes into my body to feed me and further awaken my own hope. I feel sad for those who never dream, not only because they're in pain but because it makes me hesitant to release my own enthusiasm. For many years I didn't realize why I was uncomfortable around those who have never hungered to turn the bend or explore a new thought. I wondered if I was a freak. Even today, when I meet people who don't get excited about being alive I have to remind myself to have compassion instead of disgust. Sometimes I fail and just don't give a damn. I get far away from those people as quickly as I can. I'm not proud of sometimes being selfish."

What is your dream? The Children's Champion dreams of helping to build a better tomorrow by helping children explore a world full of possibilities today. He is excited! His whole being is ablaze with the passion of making a difference in the life of children!

“There is a candle in your heart, ready to be kindled.

There is a void in your soul, ready to be filled.

You feel it, don’t you?”

— Rumi

Tao of Learning

"When children or adults are distracted they are paying attention to something else. Whether it's soap falling into the bathtub, an apple falling from the tree, or the peculiar way an insect walks across the floor, small attractions may lead to bigger ideas. Being distracted, in other words, means otherwise attracted."

--Ellen J. Langer, The Power of Mindful Learning"

"Remember that writing is translating, and the opus to be translated is yourself."

--E. B. White, Letters of E. B. White

"He who would do good to another must do it in Minute Particulars; General Good is the plea of the scoundrel, hypocrite and flatterer: For Art and Science cannot exist but in minutely organized particulars."

--William Blake, Jerusalem

If we look at life through the lense of the child, we discover that it magnifies the intensity of the experience, much like the magnifying glass intensifies the sun's energy so as to "set the world on fire." So too, are the "small things" in the child's life magnified. How long has it been since you looked at the world through a child's eyes? How long has it been since you savored life with child-like intensity? What are you waiting for?

--George Linthicum

Purpose & Happiness

"Human beings differ profoundly in regard to the tendency to view their lives as a whole. To some it is natural to do so, and essential to happiness.... To others life is a series of detached incidents without directed movement and without unity. The habit of viewing life as a whole is an essential part of wisdom...and is one of the things which ought to be encouraged in education. Consistent purpose is not enough to make life happy, but it is almost an indispensable condition of a happy life. And consistent purpose embodies itself mainly in work."

--Bertrand Russell, The Conquest of Happiness

"Enough, if something from our hands have power to live, and act, and serve the future hour."
--William Wordsworth. After-Thought

Purpose and energy are key ingredients that add meaning to our lives, both tangible and intangible. Children's energy, channeled toward a definite purpose, generate a synergy unimaginable to those who set limits rather than open doors to possibilities.

--George Linthicum

Who Is The Teacher?

"Now perhaps it's your turn to become a teacher....I believe that every single person in the world is a teacher, in potential, when they sincerely do what they love. Then they don't even have to advertise - those who want to will follow them and their path. While educating others, try carefully not to scare but to inspire your listeners, as fear is a destructive emotion....I used to think that we teach mostly by example, and now I know that we teach only be example....

....You never know when the seed you have planted is going to germinate, sprout, and then blossom forth to inspire others. How many people can you influence in your lifetime directly and indirectly? Eventually, I think, the whole planet. Is it worth a try?"

--Victoria Boutenko

Essentials of Creating Child-Friendly Environments - Communication & Change

"The problem with communication is the illusion that it has occurred."

--George Bernard Shaw

"The one universal ever-operating law throughout has been the law of change. Nature never stands still and never duplicates herself. Life is always in the process of becoming something else."

--Laurence M. Gould

Motivational speaker Tony Robbins uses the acronym F.E.A.R. to help us adjust our response to "fear." What does F.E.A.R. stand for? False Evidence Appearing Real. If we are to honor our children, perhaps a good place to begin is asking ourselves how the concepts of communication and change influence our responses to making the world a better place for them.

--George Linthicum