Bring Back Bildung: Thoughts About the Future of Education

*Bildung refers to the German tradition of self-cultivation, wherein philosophy and education are linked in a manner that refers to a process of both personal and cultural maturation. Wikipedia

On Valentine’s Day 2020, a New York Times writer and a forward-thinking bright student at Starbucks gave me new hope for the future of education.  I share their gifts with all of you!

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My husband and I were having an afternoon of complete self-indulgence on his unexpected day off for Lincoln’s Birthday this past week. (Unlike many institutions, his college celebrates both Lincoln’s and Washington’s birthdays on two separate days.) After doing some banking chores we wandered into our local Starbucks, a place we rarely frequent. As I waited for my husband to place our order, I sat at one of the window seats. Two seats away an attractive young man was reading a slim book by John Dewey, Art as Experience (1934). As he read he took notes on his laptop while wearing the earplugs requisite for all students nowadays.

When he paused for a break, I struck up a conversation with him. “Is that book by John Dewey, the education philosopher?” I asked him. “Yes,” he eagerly replied. “Are you an art student?” I asked. “No, but this is part of the reading for a course I’m taking for my graduate studies at Columbia University.”

That got the conversation rolling and I soon learned that this bright student who exuded confidence was a former alpine skier who had attended boarding school during his high-school training years, then attended Boston College. He is now enrolled at Columbia in their newly revived Philosophy and Education Program to pursue a Master’s and eventually a PhD In order to become a professor/administrator at a small liberal arts college.

I can’t remember when I’ve had such a delightful and uplifting conversation about education. He explained to my husband and me that his undergrad years at Boston had led him to believe in the importance of the Liberal Arts as part of the curriculum. Nowadays, he explained, so many students are pursuing technical degrees, computer degrees, science degrees, but without a liberal arts component which he now believes is essential to becoming productive and well-rounded in any career. His current status as a student  in the Philosophy and Education Program at Columbia is helping him to focus on his personal reasons for wanting to teach as well as learning how to integrate the various worlds of teaching and learning that exist separately on college campuses. We soon parted but I spent hours thinking about him and our conversation. He kept repeating the phrase, “I want to become part of the conversation about….” This academic metaphor for saying he is anxious to get into his field of work made me smile because it is so hopeful.

Today (February 14), I came across an editorial by David Brooks in the New York Times Op-Ed section entitled “This Is How Scandinavia Got Great.” Mr. Brooks spoke about how it is the “generous welfare states” that most people admire in the Scandinavian countries. But for him, it goes deeper than that. He firmly believes that “What really launched the Nordic nations was generations of phenomenal educational policy.”

As the Nordic countries began to experience the arrival of immigrants in the late nineteenth century, Mr. Brook explains, they soon realized that if they were to going to continue to “prosper” as nations they needed to create “folk schools” for the least educated among them based on the concept of ‘bildung.’ A German word for a philosophy of education, Mr. Brook explains that “It means the complete moral, emotional, intellectual and civic transformation of the person starting from a very young age.” A simpler definition is “self-cultivation.” He further explains that it was believed that “if people were going to be able to handle and contribute to an emerging industrial society, they would need more complex inner lives.” To go through the various stages of life that we all pass through with some degree of security and optimism, they would need to be taught how they fit into the larger picture. This would help people realize that making a contribution to the stability of their nation will result in a better chance at their own future wellbeing. In other words, they would learn to develop personal responsibility as well as responsibility toward others.

This makes total sense to me as I think about how divided our country has become. People can’t have “complex inner lives” when they are forced to struggle for their existence. Until we build a safety net for all people that will allow them to thrive and think about the “greater good,” we will continue to experience the deep divisions we are now experiencing that threaten the security of all our lives and our individual sense of wellbeing.

Bringing the concept of bildung “back into the conversation” seems like a good idea to me. Weaving it into the curriculum from an early age seems to offer the best chance we have at producing well rounded, responsible citizens who have learned to care about one another, not just how to create the latest, income generating “app.” We have so much to relearn.

 

My Happy Place

For at least three decades I have been a member of a non-profit professional organization that I am today calling My Happy Place.  This past Saturday, I drove 45 minutes to a community college campus which has housed this group throughout its four-decade history to attend a workshop on using digital technology to empower learners.  The workshop was being presented by a younger teacher friend I’d made several years ago when attending a workshop. Her topic was of interest to me as I am devoting some time to cultivating community connections to provide “authentic” opportunities for learning for students.

Flattening the School Walls & Empowering Students to Learn Anytime, Anywhere!

Gone are the days when students only completed assignments for their teacher and the learning would come to a halt when school was closed. With digital tools, students can share their ideas with the world and learn and create all the time! Spend a Saturday morning with the Long Island Writing Project on February 3rd and hear how third grade teacher and LIWP Co-Director Kathleen Neagle Sokolowski has been working to flatten the walls of the classroom and inspire students to be curious learners, readers, writers, and creators through every season. Share your ideas on ways you inspire students to keep the learning going!

https://longislandwritingproject.weebly.com/saturday-series-2017-2018.html

As I strode across the parking lot toward the building where today’s  gathering was taking place, the silence and emptiness of the campus on a Saturday morning allowed me to reflect upon my personal experiences with this group over this long stretch of time. The organization to which I am referring is the Long Island Writing Project, located on the campus of Nassau Community College on Long Island.  It is a  local offshoot of the National Writing Project which began in 1974 at  the Graduate School of Education in Berkeley, California and is one of 200 plus local  sites spread throughout the 50 states.  The simplicity of its mission is the foundation of its success: Practice what you preach.

The National Writing Project focuses the knowledge, expertise, and leadership of our nation’s educators on sustained efforts to improve writing and learning for all learners.

Writing in its many forms is the signature means of communication in the 21st century. The NWP envisions a future where every person is an accomplished writer, engaged learner, and active participant in a digital, interconnected world.

https://www.nwp.org/cs/public/print/doc/about.csp

I  have learned more about teaching and writing through participation in this group than through any other professional development I’ve been privy to during my 25-year teaching career. Most of the PD programs in which I participated over the years, some by choice, others required by my school district, never adequately addressed my particular pedagogical interests.  As an elementary ESL teacher and as an adjunct in the English Department at Suffolk Community College with a high minority student enrollment,  I was perpetually seeking ways to improve or refine my teaching practice, while addressing the specific needs of my limited English-speaking students at both the elementary and college levels.

Although most of the PD offered through the LIWP did not specifically address the academic needs of English Language Learners,  here was a place where teachers are considered lifelong learners and where the conversation is always teacher directed and student focused. Teacher practices and opinions are highly respected and exchanges between teachers are encouraged; in fact, they are at the heart of every workshop I’ve ever attended.  Although each workshop has a specific purpose, the model for every workshop is a presentation by a practicing teacher; several pauses during the presentation to allow for quick writing responses to the topic being presented; a followup discussion of the topic with all the participants sharing their “takes” on the topic.

Teachers love these workshops because they are supportive, reflective, imaginative, practical and they offer a sheltered place where teachers can honestly share their own practices and concerns in a nonjudgmental way, while learning ways to augment or enhance their teaching and writing skills.

I retired from teaching three years ago, yet I still choose to attend these workshops because I continue to  benefit from them; they help me continue to thrive as a life-long learner and educator.  The conversation goes on…over the weeks, months years and everyone is always welcome to join in.  I have seen many young teachers launched into amazing careers thanks to the support they are given and the confidence they gain through participation in this organization. Its grassroots, no-frills, low-budget, democratic model seems to really appeal to those of us who have been lucky enough to discover the LIWP and participate as members and participants over the years. The three women who are codirectors of the organization receive very little compensation, yet they  devote much of their precious free time to keeping it alive and current despite their own full-time careers and family responsibilities.  They are there because of their commitment to writing, teachers and students.

There have been periods of my professional life when I have been very active in the LIWP and other periods when I may not have attended for a year or two due to other obligations, but I have always felt welcome and comforted by the fact that the LIWP exists: It is My Happy Place.

What Does It Mean To Be a Teacher Today?

This past Saturday I attended a workshop hosted by the Long Island Writing Project (LIWP) at Nassau Community College offering K-12 teachers a chance to discuss and write about the topic “What Does It Mean To Be a Teacher Today?” This group of professionals has been my “go to” group since I became a full-time teacher over twenty years ago. It has consistently provided a safe place for teachers to hone their writing skills and learn how to help students become better writers. As a recent retiree (June 2014), I wasn’t sure whether I would still “fit in.”

I learned very quickly from the sharing of writing that took place at the workshop that teachers today are very torn between what they know in their hearts they need to do to help kids learn and what they are being told by administrators about how to spend their classroom instructional time. When teachers describe giving inappropriate tests to developmentally unprepared students as being “abusive” to their students, and then feeling guilty about doing so (as if they have any choice), we know we are in a state of crisis. When teachers are told to teach a “module” that will force kids to analyze a text beyond their reading comprehension level instead of one they can feel comfortable with and passionate about, teachers feel very conflicted and students begin to dislike learning.

I left the workshop feeling that my passion for teaching is still very much a part of me and that my “voice” is still welcome. But I felt both distressed and challenged by what I was hearing and grateful that there is a still place of refuge where teachers can safely express their feelings and ideas about what is happening to them. Now, if only we could do the same for students.