In
a recent post on his Practical Theory
blog, Chris Lehmann wrote about “the
question that many teachers hate to hear from students in their classrooms”:
Why do we need to know this? (Full post here.)
I remember hearing that question, and sometimes my answers were better than at
others. Too often teachers answer in the heat of the moment and provide a
rationale designed to generate compliance rather than understanding—usually
that it will be on the test. After all, they’re kids, we have a curriculum to
cover, and time is a’wastin’! If we do become more philosophical, it’s often
with a vague statement about knowledge for knowledge’s sake.
When this happens, though, we miss key
learning opportunities for everyone engaged in the educational process. I
totally agree with Chris when he writes, “Students deserve an answer to the
question. And we, as educators, need to understand that if we can’t answer the
question powerfully, we have to start questioning what we teach and how we
teach it.” Striving for answers to that very question has been a
sometimes subtle, occasionally overt theme of this blog. Here comes more of the
latter.
As one should expect from someone who include the word
practical in the name of his blog, Chris provides some concrete examples of how
taking a pedagogical approach based on questions can provide some immediate relevance
for students. He adds, “Equally as important, all of those questions could lead students
to engage in powerful problem-solving, artifact-building, and reflection as
they consider their personal answers to those questions.” Yes, that’s what we
want. Along with those to become life-long habits which drive a lifetime of
personal growth.
But there’s
more, which Chris also touches upon: “If we remember that the time students
spend in school is supposed to be about helping them to become better citizens,
then the question of ‘Why do we need to know this?’ becomes essential to what
and why we teach.”
While I agree
completely with Chris about the goal—and I don’t know many people who, when
pushed and prodded, would disagree—I also wonder how many people think about it
that way in the immediate. In my experience most people think about school
primarily as preparation for the next step or a necessity for attaining certain
objectives. Since Chris leaves the point hanging out there as a given, I want
to explore it a bit more…and then offer another reason “we need to know this.”
Since tomorrow we celebrate the
237th anniversary of The Great Signing, it’s appropriate that I look
towards Thomas Jefferson. I just finished reading Jon Meacham’s Thomas Jefferson: The Art of Power. One
of the most erudite of the Founding Fathers, Jefferson cited as one of this
three great accomplishments the founding of the University of Virginia. He had
a long-standing belief in the power of education as vital to the strength of a
republic: he wrote in a 1780 letter: “I think that by
far the most important bill in our whole code is that for the diffusion of
knowledge among the people. No other sure foundation can be devised for the
preservation of freedom and happiness.” Interestingly, Jefferson saw happiness
as a reciprocal obligation, meaning it came only in conjunction with helping
bring it to others. For him, learning and the subsequent growth was part of
happiness. Note he also links freedom
with happiness. Jefferson fervently believed that the better educated the populace,
the stronger the republic. Such idealism was particularly important as he
battled the notion that government must be based on a hereditary aristocracy.
Ours, he envisioned would be a nation based on a belief in the people and their
potential, which was linked to that of our nation. When establishing UVa, he wrote,
“The institution will be based on the illimitable freedom of the human mind.
For here we are not afraid to follow truth wherever it may lead, not to
tolerate any error so long as reason is left free to combat it.”
Jefferson’s
phrase “the illimitable freedom of the human mind” leads to my other reason. It’s
an abstract one completely without any measureables or distinct action items.
But in some ways I think it’s the most important one, and I seldom have heard
teachers or anyone else use it to answer that dreaded question. Humans,
individually and collectively, have amazing potential. Some of it always
remained untapped. Yet I believe part of our responsibility is to strive to
realize as much of that potential as we can. I see it as an obligation to both
ourselves and to others. It’s a way of showing gratitude for all with which we
have been blessed. It’s a point of honor and integrity.
School is
busy and hectic, so sometimes it’s natural and easy to give insufficient answers
to difficult questions. Plus time is precious, and schools are increasingly
asked to do more and more, explicitly and implicitly. Yet our students benefit tremendously
when we take the time to answer their dreaded question in depth and have some
crucial conversations about the purpose of their education.
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