We are hardwired social beings. As such, our lives are enmeshed with the lives of the people around us. Our fate is only partly in our own hands. Our inner social circle affects not just the trajectory of our lives but the way with live it and who we are in it.
One of the great 19th century American education reformers, Elizabeth Peabody, once wrote in a letter that:
“No being of a social nature can be entirely beyond the tendency to fall to the level of his associates.”
And so, perhaps we do become the average of the people with whom we most associate.
Look around you. In spaces and lounges in which educators gather in our schools, we see the temptation to cling to people who see the world the same way that we do, or who applaud the same things, or who reflect and amplify a shared sense of injustice. And that’s fine. Or maybe it’s not. It all depends on how you are intending to ‘turn up’ every day and who you hope to become.
On the one hand, pattern recognition is perhaps the greatest and most finely tuned skill of the human brain. We learn language by identifying specific patterns of sounds repeatedly occurring in similar contexts. The face of a friend or relative easily stands out to us as we scan a crowded room. And within a second of hearing that famous ‘F with a G on top‘ chord, we know we’re about to hear A Hard Day’s Night.
On the other hand, our heavy reliance on pattern recognition also causes problems. Visual illusions, implicit discrimination and racism, the allure of gambling, and conspiracy theories are all perceptual quirks that trace back to our pattern recognition system.
And we need to be particularly careful when we see familiar patterns in a child’s character or behaviour that causes us to perceive them as a certain ‘type’ of kid (sporty, musical, resilient, nerdy, naughty, etc). As tempting as it can be, the moment we begin ‘typing’ students is the moment we start blurring the beauty (and sometimes pain) of their individuality – we start devaluing their unique story.
In a speech in 1923, the famous Swiss psychiatrist, Carl Jung, noted that: every individual is an exception to the rule.
It’s when we take time, as educators, to stand back and really look at the face of each of our students that we know that Jung was right. There are, in fact, no ‘types‘ of students.