I perfectly remember the first quote I read during High School--“Writing is mind traveling, destination unknown”. Just like a thunder in the middle of a clear day, it struck me. I often compare teaching to the writing experience. Education involves not only mind travel, but an emotional trek as well. The destination may appear as unknown to both teacher and student. So, based on that premise, the last two months propelled me to two different destinations. One, became an actual location; the other, an academic location. I am talking about China and Framingham, respectively.
Yes, I taught in Shanghai. Yes, I lived over there for around 5 weeks. However, the important fact is not teaching, or living in China, but experiencing China. Feeling what China means in the contemporary world is perhaps one of the most rewarding experiences I have ever had in my life. As a XX century born westerner one may think that eastern countries exist as exotic locations where one can draw comparisons to his or her homeland. Moreover, because western societies have more or less defined the world through industrialization, the illusion of believing that the world has to dance under Western tunes is enticing. Well, it should not be. One does not teach China. One learns from China.
The majority of developed western societies are nowadays hit by unemployment, credit crisis, inflation and a low morale. In the case of Mexico social insecurity, political confusion and an uncertain future are evident. However, China rises as a vibrant and dynamic beacon of hope. I do not want to fall into generalizations, but my personal experience tells me that the West tends to fear China. We listen to news about how China forbids Facebook, challenges Google, exploits its citizens, and pollutes the atmosphere. What I actually witnessed is a country devoted to progress, guided by what Martin Jacques describes as a “civilization state”. Moreover, China possesses an extraordinary foundation on education. It is important to note that Confucius’ beliefs regarding education and family are still alive in China. Beliefs that have dated for more than 2,500 years keep on permeating a nation dedicated to economic growth. This is not an overstatement, since visiting a Chinese school portrays this fact. Children and teenagers study for long hours, go to Saturday afternoon School, analyze literature and nature, comprehend mathematics, and maintain order within the classroom. Schools play a central role in Chinese life. What surprised me the most is how Chinese individuals respect teachers. China may well be the only country where I have experienced a sincere affection for the teaching profession. It does not matter what one teaches, saying 我是老师 (I am a teacher) produces admiration. In Mexico there is a belief that teachers are service providers who did not have a chance in another professional field. Or in the case of the United States, teachers may be sued because they do not comply with a parent’s whim. Due to a long history of Confucianism, China treats education as a pivotal element in society. Without teachers and respect for sages, there is no fabric that unites society. Unity is a key concept of Chinese existence. While the west is mesmerized by economic and corporate gurus, China still considers teachers as strategic persons for social, economical and political development. This is the reason why we must learn from China.
Now, regarding the Sustainability course, it seems that students enjoyed it and understood the value of sustainable development. A subject that was first considered as pure “ecology” became a daily quest of analysis, questions, discovery, and significant learning. I cannot be happier with the results of all students under my wing. That course is both my signature and dedication to students who are brave enough to visualize the importance of travelling to Shanghai, and listening to what the next largest economy has to say to the rest of the planet. To all those students: thank you and congratulations for your valiance.
George, we used to have this training and respect in the West under the Catholic Church. They developed the system in use today but for a purpose other than "getting a better job!" Since Medieval times, we taught the trivium: Grammar, Logic, and Argument (Rhetoric). That is, how logos works, how logos thinks, and how logos persuades. THIS I added to my classes, and I appear to have paid for that perfidy dearly! Too bad! It *is* how students learn to become masters themselves. I am glad you are bringing these messages back with you. Look for them in the West, and you will see them. :)
ResponderEliminarAs for the sustainability issue, I have lived that life for so long, and took for granted that everybody would live that life that I have scoffed at the idea that it should become an ideology. It is a Catholic Social teaching from the beginning of the Church: to be stewards of the earth and all of nature and to condemn where appropriate the misuse of consumerism as an end.
I am glad you're back. Do you know what my kids learned this "so called" summer break?: Latin, Music Theory, and English! How very interesing and you might wonder why my little girls ACE everything in life both academically and naturally!
See ya! Tom :)