What do you do?

It's a question we ask when we meet new people, 'what do you do?' We like to know who we are dealing with, right? We usually follow up with questions about how many kids they have, or what church they go to. As long as we can place someone within the social spectrum appropriately is gives us a degree of comfort. We can make a judgement and pursue or reject that relationship accordingly.

My question is about how we value 'what we do' and why it's synonymous with who we are? Many people have argued based on this premise and the big screen regularly portray such a struggle for identity. Meanwhile, we continue to buy-in to the cultural norm that says you are what you do. We spend many years and a small fortune becoming qualified to fulfill a certain role in the workforce, to serve the prevailing system that demands good citizens and 'qualified' graduates. 

I'm fairly well educated, apparently. I certainly did my time, and got the qualifications. I even found my way into a role that I love performing. However, I realise that I'm also a slave to the system. 'What I do' is governed primarily by by employer. Of course, I have more freedom than most to let my passions drive certain aspects of my work, both on education and research fronts. 

It got me thinking about how parents/grandparents etc. revel in the accomplishments of their children. Academic/professional accolades are applauded and form the basis of much small-talk among friends. I am genuinely happy that I make (a very limited number of!) people pleased through what I 'do' and whatever I have achieved....but I just want to put it out there that other more important measures of success do exist. These are the measures by which I would like my own children to be assessed, if they must be assessed. 

We must step back from all the superficial accreditation, achievements and measures of esteem, and recognize the things that people do that have real impact on a human level. Doing a job that 'makes you happy' is a pretty shallow goal. How about doing a job that makes others happy...now that has value. Gaining a degree to boost your cv and get a better job, is that really the best we can do? How much better to seek out every source of knowledge to be better able to pour into our relationships, navigate life issues with wisdom and raise a voice against the systemic problems that cause gross inequality in our world. 

So in the years to come, when you ask me what my kids do (and maybe what I do- since I'm not a lost cause), I hope I can answer, 'They pursue their dreams, they seek out opportunities for learning, they cultivate wisdom, they defend the weak, they befriend the marginalized and they speak the truth. They are changing the world.' 

Opensource

It's not easy to home-educate. I'm often at work during the hardest times, but I certainly feel Deb's pain when I hear about the various antics that are playing out at home. It's hard not having a break, sure. But what an honour to be valued and respected as a teacher by your own kids. What a pleasure to see them form ideas, search for answers and create theories. Sometimes I see our role as facilitator to their learning but it is more than that. The home-educator is an enabler, providing wise council and direction to the eager learner.

'In open source, teaching is a function. Not a profession. Anyone with something to offer can teach. The student determines who is or is not a teacher, not the government. In open source, you don't need a licence to teach any more than Socrates did. Right there you can feel how different the basic assumptions of open source are. No student faces failure for deciding not to learn from you. In open source, students are active initiators. It all sounds too undisciplined, I know, but life beyond schooling is exactly like that. You either write your own script, or you become an actor in somebody else's script.' John Taylor Gatto

I love how Gatto asserts that 'the student determines who is or is not a teacher'. This is quite brilliant, and very true. How many professional teachers have you encountered that failed to inspire you, failed to challenge you to think, failed to engage you at your specific point of interest?  As someone who spends part of my working life as a 'professional educator', I feel that being regarded as a successful teacher (or a teacher at all, as Gatto argues) is much more about rapport than reports. It is more about character than curriculum. The way I see my role (enabler) is as someone with a story and a passion, advocating for my subject as something worthy of engagement. I do not have all the answers, nor would I wish to provide them in any case.

I am quite happy for some of my students to determine that I taught them, and some that I did not. This is not threatening in my view, but healthy. Each learner needs to be reached differently and there are endless opportunities to engage with potential teachers. We have settled for the lie that says that we can only learn from 'qualified' educators, and what we can learn is defined by whatever agenda-laced curriculum is being peddled.

I greatly desire for my kids to be opensource learners. I most definitely encourage my students to be opensource learners. I hope that more and more people with 'something to offer' find ways to share with those eager to learn.