Giving and receiving

Teaching is absolutely a profession of giving. We give our time, we give our energy, we give attention, we give advice and guidance, we give compassion, we give support.

All of this giving is why teaching is so tiring. Teachers, at the end of a long week or a semester or a year often feel, literally, exhausted. It feels like there is nothing left to give.

But, to our students, even when we feel exhausted, we continue to give hope, we give purpose, and we give love. And in the giving of hope, purpose, and love, we receive in return, a deep, profound sense of meaning in our lives.

That’s why we keep bouncing back up and doing it all again.

Fewer stickers

If you strip back extrinsic motivators (stickers, grades, threats etc) from a learning environment, there is only one way to collectively motivate a class – via a shared sense of purpose.

When students feel meaningfully connected to a common purpose, a pathway to the future is illuminated. And when students can see where you want to take them, and they want to go there too, you don’t need carrots and sticks anymore.

Fewer stickers and more ‘why’ – why does this learning matter?

SDGs – the true purpose of education

In New York in September 2015, 193 member countries of the United Nations General Assembly ratified a vision for a brighter future; the Global Goals for Sustainable Development.

In essence, the 17 SDGs constitute humanity’s consensus for how we hope to develop as a species over the next decade.

The SDG’s include the eradication of global poverty and hunger, and reduced inequality.

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If this is what we, as collective humans, have determined is our desired future, surely there is no clearer purpose of education than to equip young people with the skills and knowledge to help us move towards these goals.

If we are not educating to shape a better world, what are we doing?

Passion, suffering

For many educators, teaching is much more than a job – it’s a vocation. So often, we hear committed educators referencing the ‘passion’ they have for working with kids and guiding young lives.

Of course, passion should be embraced. It is a powerful intrinsic motivator that is connected into our brain’s doperminergic reward system. It feels wonderful when we are able to successfully pursue our passion. And when our passion is coupled, not to money or other extrinsic goal, but to our ‘why’ – our sense of purpose – then it is doubly rewarding.

…And because of this, we need to be very careful with our passions. The 12th century latin origin of the word ‘passion’ is “passio” – which literally means “suffering”. Passions, like any dopamine-inducing substance or activity, can become obsessive and can easily cause harm to ourselves, to others, or to our relationships – if we don’t keep them in check.

So if you are passionate about education, perhaps think of that as both a delightful blessing and a potential curse.

Wait, why am I learning this?

If I walked into a random classroom at your school and asked a random student: “This thing you’re learning right now, why are you learning it?”, would they have a good answer? And what if we disallowed the following answers: “Because it’s on the test.” and “Because my teacher told me to.”? Would the student be able to clearly articulate the underlying value and purpose of the lesson?

Learning driven by a deep sense of real-world meaning and powered by curiosity, hope and intrinsic motivation is so powerful. Yet, there are still many lessons being delivered that are void of this sense of meaning and driven, instead, by some form of external motivator (eg stickers, tokens, money, grades, fear, etc).

The best educators always ensure the ‘why‘ is strong – at the heart of their classroom – even in very young students. The ‘why‘ is the source-code of inspiration and the fuel of long-term passion and perseverance.

The ‘why‘ makes learning matter.

Stuff happens

Life is spelt H.A.S.S.L.E. —Albert Ellis​, psychologist

Life is difficult. — M. Scott Peck, psychiatrist & author

Life is suffering. — Buddha

Shit happens. — Anonymous

In seeking to live a rich, full, and meaningful life, here’s what’s guaranteed: you will regularly experience fear, anger, guilt, frustration, disappointment, and sadness.

A ‘life well-lived’, a ‘flourishing’ life will always be one that comes as a package of positive and negative emotional experience. And that’s because it’s a life full of ‘stuff’ that matters.

(It is, therefore, possible to avoid negative emotional experience all together. Just don’t do anything that matters. Have no meaningful relationships, don’t seek to grow or develop at all, set no goals for yourself, never fall in love, and don’t contribute to your community. Instead, just sit on the sofa and watch reruns of Star Trek for the rest of your life.)

Wellbeing science is not attempting to make us ‘happy’ all the time or to help us avoid negative emotional experience. But it is seeking to provide evidence-based skills, knowledge, and strategies that help us handle the inevitable ups and downs of life more effectively.

A ‘good life’ still sucks at times. But we can learn, from wellbeing and human sciences, to better equip ourselves, family, friends, colleagues, and students for the journey.