Instead of fixing what is broken in our children to fit the needs of an exhausted society, schools of the future will be environments of nurturing geared towards nourishing the innate wisdow, goodness and perfection of the children, teachers and parents.
The dominant educational model comes from our habitual thinking that there is something wrong with us- Deirdre Morris
Future educational models will be inspired by different questions such as ‘What is wonderful?’ and ‘What would you love?’ Love for self and nature will infuse the curriculum.
We don’t need the current system to crumble for this to happen. We can all begin now by asking different questions because they literally shape our lives and always have done.
We are constantly evolving both as individuals and as a species. Change is intrinsic to evolution. The two go hand in hand.
The current educational model has served us in many ways. So when we say we would like to create an alternative educational model this often triggers the response ‘Well, what’s wrong with the current one?’ That question itself is very revealing.
People usually change for one of two reasons. The first is that what exists is no longer satisfactory so we move away from it. In the second instance, change occurs because the vision of something greater pulls us into action.
At the moment, as a global society, it tends to be dissatisfaction with what exists that ultimately pushes us to create something new. More often though, instead of moving towards what we we love, we continue to focus our attention on ‘what is wrong’ and get stuck in that step of the evolutionary process.
When I use the term ‘as a global society’ I am, of course, referring to adults. Children don’t have this problem. They naturally navigate towards what they love and what is most joyful until, that is, we direct them away from this innately healthy, adaptive response to life and drum into them the idea that struggle is core to existence on this planet, and what really matters is hard work, others’ opinions and ‘what is wrong’.
In order to help us get on in life, we have been trained by society to ask ‘what is wrong’.
Indeed, at some level, the dominant educational model comes from our habitual thinking that there is something wrong with us… our lack of information, our instincts, our need to move and rest, our desire to play, explore, create, connect and have fun, our emotions and feelings... and that our education systems needs to rectify these fundamental flaws so that we will become valuable to others (employers, for example).
In subtle and not so subtle ways, this is what we teach at home and in schools, whether or not we are aware of it. So as individuals or institutions we spend our time mulling over what is awful or picking holes in our dreams for the future. Either way, we are on tuned to ‘What’s Wrong FM’, which serves only to keep us frozen in wrongness and struggle.
What we are discovering now is that the most successful people in the world of business and sport have a very different approach to life. They have cultivated the habit of asking themselves what they would love (just like children).
They decide what is truly important to them and stay focused on that regardless of what others consider is possible. They honour their own rhythms, call in the support they need and learn how to harness the power of emotions, feeling and inner guidance.
Education is changing from within these systems and outside. I recall vividly a day over a decade ago, while working as psychologist supporting children with special needs, our school-age team deciding we would no longer be putting our energy in trying to fix what was wrong with the children we worked with. It was clear that by trying to fill the hole of disability the hole became all we (and others) could see.
Apart from knowing that these children were infinitely more than any diagnosis or disability, we knew it was time to declare to ourselves and others that this pattern was a waste of money and dishonoured all involved.
From then on, our commitment was to support children into being themselves fully, enjoying healthy relationships, belonging to their community and knowing their own intrinsic worth. It was a highlight of my career. We were waking up.
Now, a decade later, more and more of us are realising our differences, our greatest gifts and that our passions are signposts leading us into fulfillment and joy on every level if we let them. One by one, we are tuning into the notion that rather than needing to suppress our emotions or uniqueness, that they are, in fact, personal guidance leading us towards our magnificence as individuals and a species.
All of our systems are now beginning to creak loudly under the weight of false assumptions, and there is a collective, silent screaming for something else because we know deep down that it doesn’t have to be like this.
The great news is that what I am describing above is nothing more than a collective habitual way of thinking that has dominated in the world. The truth though is that we are truly amazing and part of something much bigger and more beautiful than we can even imagine.
• In our project to set up a Waldorf school in Malta, we are continuing to connect with many parents who are also seeking something different.
If you are interested in bringing your children to the kindergarten or Waldorf school we are initiating, contact Julian Saez on e-mail waldorfmalta@gmail.com.