UNEARTHING

Baha’u’llah – a Persian luminary and religious leader in the late 1800’s emphasized the critical role of education in the development of individuals for the betterment of society. He stated: “Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom.”

I believe that the true purpose of education is to honor the innate and unique capacities of each student, to accompany them through a journey where they are able to recognize those talents in themselves, to provide opportunities for them to flourish and hone their “gems”, and to instill empathy and a sense of connection to others, so that they can then use their experiences and skills to better their communities. 

Many of our current education systems are based on the perpetuation of a common myth. This myth, often reinforced by well-meaning families and schools, conveys to students that their worth is based on a very narrow definition of success: that one should study hard, achieve perfect grades, regurgitate content, prepare for standardized tests, receive acceptance to an elite college, acquire a good paying job that pays a large salary, and only then will they achieve happiness and fulfillment. What this myth instead produces are students filled with stress and anxiety, who are often woefully unprepared to navigate the complexities of an ever-changing world. Our educational institutions produce students who are good test takers, but who often struggle to problem-solve or connect with others in healthy and meaningful ways. They also often leave behind those that don’t measure up to these standards.

Being part of several school’s leadership teams, I have engaged with thousands of high school students in a variety of roles as an advisor, teacher, dorm head, class dean, and administrator. What I have realized through my experiences is that students need the following to learn effectively and to thrive:

• They are seen as worthy, just as they are. That they are valued for their authentic true selves.
• They are given opportunities to develop their identity through a journey of reflection, and that through that journey they are able to honor each unique part of their identity.
• They are able to connect with peers in healthy ways through empathy, vulnerability, mutual understanding, and respect.
• They have opportunities to develop a strong moral compass, rooted in their own core values, that will help them as they weather the peaks and valleys of their lives, as well as learn the meaning of integrity and moral courage.
• They have adults and mentors who are invested in seeking to understand and support them.
• They are able to take safe risks, knowing that failure is part of the learning process. 
• They are exposed to challenges and difficult situations, problems, and conversations, and in doing so, developing a tolerance for being a little uncomfortable. 
• They have access to key information and are prompted to think critically in order to make safe and informed decisions. 
• They experience opportunities to connect with the land, learning about sustainable practices and tying those practices to individual responsibility and community values. 
• They are provided platforms and spaces for adults to listen to their concerns, needs, and ideas, and are encouraged to advocate for themselves and other students. 

In order to create this healthy school community that honors all students, schools need to prioritize diversity, equity, inclusion, and belonging work. We must acknowledge that education systems and institutions have been utilized to segregate and assimilate, while privileging some and devaluing others. We must begin to intentionally dismantle harmful traditions, practices, and norms. We must focus more on character education, global citizenship, and social and emotional learning, to raise up students that are rooted in strong morals and values, and who have a deep understanding of how to live those values through behavior and practices. We need to develop students who are firm in their conviction, with strong ties to purpose, so that they can stay true to their why when questioned and challenged. We must hire and empower diverse faculty and administrators, committed to cultural authenticity, to be role models and change makers who are student-centered in their approaches and who cultivate inclusive spaces. We must use school as the vehicle to develop better citizens, who use their privilege and opportunities not just to be self-serving, but to problem-solve society’s most pressing issues. Yes, academics and content are important, but without these other key ingredients, the result can often fall flat. When these conditions and principles align, the result is powerful and inspiring. 

As humankind, we are at a critical juncture in our evolution. We have seen how broken and oppressive systems have led us to a place of inequity, injustice, and terrible suffering. We have observed how many students view school and learning as a place devoid of meaning, a necessary drudgery to get to some mythical endpoint, only to experience a loss of identity and purpose along the way. Schools cannot afford to continue our current course, but must be at the forefront of enabling students to grow and develop into the multifaceted, complex, beautiful, diverse human beings they are and are destined to become. Only when a more holistic approach to education is prioritized, can schools be transformed into institutions where multiple perspectives are honored, students and faculty are empowered, and a positive shift can begin in our world’s future.

Sunset on Solar Panels – Waimea, Hawai’i