Does your concept of education hold you back from brilliance?

Making mistakes in performance: bad or good?Last time, you’ll remember that we discussed how, in early lessons, students very often want me to tell them how to sit/stand/walk/whatever in the ‘right’ way. As I said last time, this is entirely understandable. If a student has come to me, it’s probably because they’re not happy with what they’re doing at the moment, and they want to fix it so the trouble they’re experiencing goes away.

The train of thought the student has typically goes like this:

Statement: I want to sit the right way

Logical (and emotional) consequences of statement: 

  • There is a right way and (at least one) wrong way of sitting
  • I am doing it the wrong way.
  • (Bad me)

Last time I talked about the logical fallacy behind trying to find a One Right Way to sit. Next time I’ll talk about the self-criticism implied by the ‘(Bad me}’ part of the thought train. And in this article I want to talk about how we often hold a view of education that holds us back. It’s implicit in the thought train above, and it gets in the way of us improving.

Let’s get started.

Education – what it so often appears to be

“There is a right way and (at least one) wrong way of sitting”

Most of us have been through some sort of school system, and I think most of us have at some point been exposed to the idea of the ‘right answer’. A typical scenario runs a bit like this:

A teacher asks a question of a class of children. There is an immediate sea of hands. Who will be labelled the brightest child? The one who puts up their hand and answers the question not simply correctly, but faster than anyone else.

And what happens to the student who puts up their hand but doesn’t give the answer the teacher is expecting? At best, they are told they are incorrect. At worst, the child is put down in such a way that they feel belittled and ashamed.

Of course, when we get a bit older we realise that not all of life works this way. We learn that sometimes there may be multiple right answers, or no right answer at all. But how many of us still cling in our hearts to the simplistic model of ‘the one right answer’? And how many of us live our lives with that model in the back of our minds, ruling our interactions?

If a student asks me for the Right Way to sit, they are unwittingly conforming to this model. It might be okay for arithmetic, but it doesn’t function well when we look at the multiplicity of variables we encounter every time we want to sit. [1]

So what other options are there?

Education – what it could be

Actually, what if the heart of education was about the concept of options? What if the job of a teacher is to give a student the tools so that she can discover the options in a given circumstance, and then reason out the best course of action?

And to my mind that’s what good education should be about: giving students the tools so that they can work things out for themselves. So often our experience of schooling systems has bludgeoned us into believing that education is about being told what to do. I much prefer FM Alexander’s concept of teaching:

… by teaching I understand the placing of facts, for and against, before the child, in such a way as to appeal to his reasoning faculties, and to his latent powers of originality. He should be allowed to think for himself, and should not be crammed with other people’s ideas, or one side only of a controversial subject. Why should not the child’s powers of intelligence be trained? [2]

If we persist in looking for the one ‘right way’, we blind ourselves to the given circumstances before us. We end up denying ourselves important information and risk settling for something less than optimal in our efforts to Be Right. How silly that the quest for perfection should cause limitation and a settling for something that  doesn’t fulfil the needs of the moment.

So don’t settle. Look at the circumstances in front of you, and work from there. Work out what is best for you, using your “latent powers of originality.” You won’t be Right – you’ll be something far more interesting. You’ll be adventuring.

Have fun.

[1] chair height, chair slope, chair back, floor surface, shoes, space in front of and around chair…

[2] Alexander, F.M., Man’s Supreme Inheritance in the complete Irdeat ed., p.88.

Image by Stuart Miles,