In a re-broadcasted July 4th, episode of the American Public Media radio show Being, host Krista Tippett interviewed philosopher Jacob Needleman on what he has called the inward work of democracy. Needleman discussed the principles behind the creation of our government and the philosophical beliefs of America’s founding fathers. Although the entire show was fascinating, I was particularly struck by one of Needleman’s comments and its implications for those of us engaged in teaching children and adolescents. Needleman says at one point, “out of good thought will come right action.”
When we teach children academic content, we want them to pursue knowledge deeply and thoroughly. We hold our students to high standards, and we do what we can to help them learn what we believe they need to know and learn how to do what we think is necessary and worthwhile. Students must learn that a rigorous approach to learning enables them to be critical and analytical; this may be more important than ever with the profusion of good and bad information in front of them. In addition, according to Needleman, when we think with others, we produce good ideas that benefit all.
Concomitantly, a course of study that is lackadaisical will produce thought that is malformed and will disserve them. The old adage that “sloppy writing comes from sloppy thinking” is true and students need to understand that “an opinion completely unfettered by facts” may produce sound bites but will not advance any dialogue in which they’re engaged.
We also desire to show students that there is an inherent joy to learning new things, stretching their brains, and being exposed to new material. As taking on a variety of mental tasks plows new furrows in an older brain, so learning new material gives younger brains the workout they need. We want to convey to children and adolescents that learning feels good and it can make us happy.
However, in this day and age when we perhaps face greater and possibly more dangerous crises than ever, some people might argue that learning merely for the sake of learning is no longer enough. We have a responsibility to take what we have learned and apply it to issues like global warming, international poverty, or trans-national conflicts. If we were ever able to play the role of the by-stander, we can no longer do so today when there are so many issues that confront our world and the human race. Consequently, those of us in education must teach our children that they have a duty to act and to make their world a better place in whatever manner they choose.
In the process, we need to teach the applicability of what they are studying. However, they must have the requisite information to fight the good fight. Otherwise, they’re tilting at windmills and combating phantoms. Their efforts may be well intentioned, but they will be futile and possibly even detrimental. They need to have studied the causes behind the issue they’re facing and they need to have considered a variety of possible solutions to the problem.
It is this convergence of thinking and doing that can excite adolescents and produce thoughtful and effective adults. As the futurist Joel Barker says, “Vision without action is merely a dream. Action without vision just passes time. Vision with action can change the world.”
