Teaching is an art. The thing is it was often explained to me as a power game where the teacher is always looking to control the students. This has never sat well with me. I will always remember my first weeks as a trainee teacher as my mentor and I did not see eye to eye. I heard his concept of discipline from the other side of the campus and I knew the student who was receiving the full force of his reasoning also felt the sweat from his nose due to the proximity of their faces. This was never going to be the way that I “encouraged” learning and years later when I started to be informed by the findings of neuroscience it became patently obvious that the brain does not create learning in fearful situations – except in the instance of moments of fight or flight.
What I have grown to recognize is that the teacher / facilitator needs to hold a space for learning. It is a safe place, where mistakes are not only ok they are encouraged. It is a place where we are open to the outcome of the learning rather than dictating what the learning will be. Searching for a metaphor for teaching I have come up with the martial art of Aikido. While most of the martial arts center on the concept of combat this was not originator Master Morihei Ueshiba‘s desire. “Aikido is not a technique to fight with or to defeat the enemy. It is a way to reconcile the world and make human beings one family.” Wikipedia suggests that his philosophy was one “of extending love and compassion especially to those who seek to harm others. Aikido demonstrates this philosophy in its emphasis on mastering martial arts so that one may receive an attack and harmlessly redirect it. In an ideal resolution, not only is the receiver unharmed, but so is the attacker.” This also strikes me as a good philosophy for education.
Where I love the concept of Aikido is that the purpose is to maintain balance and through turning, pushing and drawing you lead the other person to a place of imbalance. It is not a forceful action and strength is not a requirement. So a teacher / facilitator strives to maintain equilibrium regardless of what comes in their direction. Also, with time while they can predict what may happen, they are actually better off being present. The imbalance that we encourage our students / participants to experience is cognitive dissonance; a place where they have to reason and are motivated to find meaning, as it is from this that the learning grows.
What is a good metaphor for what you do?