Everyone Can Do One Thing

In our graduate programs at the Institute for Humane Education, our graduate students watch quite a lot of videos. The films cover human rights, environmental preservation, animal protection, and cultural issues, and many – if not most – are difficult to sit through because they depict the grave problems we face in the world and the injustices that still need to be overcome. In order to teach about pressing global challenges and cruelties, we must understand them. In order to prepare youth to be conscientious choicemakers and engaged changemakers, we need to teach them about the challenges humans confront and the looming catastrophes we will face if we don’t act wisely. We cannot do this if we aren’t fully informed ourselves.

Yet, how can we remain hopeful, enthusiastic, positive, and optimistic if we continually expose ourselves to atrocities? This is one of the great paradoxes of being a humane educator. Currently, the new film series Half the Sky, based on the book of the same title by Nicholas Kristof and Sheryl WuDunn, has been airing on PBS. It’s an extremely difficult film to watch. Chronicling the plight of brutalized and exploited girls and women in the world, there is little left unsaid or unseen. It is easy to watch this film and sink into despair and despondency. And for some of our humane education students this is a real danger.

And yet, as Somaly Mam, a child prostitute turned activist to stop sex trafficking and help girls who have been sold into prostitution, said in the film, “Everyone can do one thing.” If ever there was a person who could have fallen into permanent despair, here she is. Yet Somaly Mam is a paragon of determined energy, hopefulness, and action, beaming as she carries on work that exposes her to the most extreme cruelty and brutality perpetrated on children.

Everyone can do one thing. The trick is to discover what one thing one ought to do. We each have our specific concerns, our own special talents, the skills we’ve cultivated, and the things that bring us joy when we do them. Finding our “one thing” is a process of melding our concerns, talents, and passions, and discovering that sweet spot where they come together. When we do this, exposing ourselves to cruelties and atrocities is bearable, because we know we are making a difference. We are, through our actions, confirming Joan Baez’ great realization: “Action is the antidote to despair.”

It’s crucial that we expose ourselves to the brutalities in the world and not turn away. It’s critical to see with our eyes what others have to endure with their bodies. It’s important, because if we don’t know, we can’t act. But just as important is that we find our one thing to do, so that our witnessing leads to positive change and leaves us empowered and joyful, not depressed and impotent. For humane educators, we bring our knowledge to others, preparing our students to be problem-solvers for a better world. There’s little as heartening as this.

~ Zoe

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDxConejo talk: “Solutionaries”
My TEDxDirigo talk: “The World Becomes What You Teach
My TEDxYouth@BFS “Educating for Freedom”

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Curiosity’s Landing Shows the Power of What’s Possible

Image courtesy of Idaho National Laboratory
via Creative Commons.

Curiosity has landed. The Mars rover that left Earth last year arrived at its destination on August 6. But Curiosity’s landing was anything but assured. Take a look at this simulation that describes the perfect confluence of error-free events that had to take place in just 7 minutes for Curiosity to reach its destination safely. And now watch the response of the NASA scientists during and after those tense 7 minutes.

The joy of a hugely involved and challenging job achieved. The joy of discovery and exploration. The joy of curiosity met.

Now imagine this:

Imagine more bright and curious minds and compassionate hearts working together to solve other hugely challenging and involved problems, like global climate change, poverty, violent conflict, cruelty. Imagine people working together over years, tackling the complexity of human-created challenges, and experiencing such a positive outcome.

For me, Curiosity’s landing is an inspiration. There is so much we can do.

~ Zoe

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDxConejo talk: “Solutionaries”
My TEDxDirigo talk: “The World Becomes What You Teach

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We Must Be Solutionaries

For my blog post today, I’m honored to share Marc Bekoff’s essay about my recent TEDx talkSolutionaries – in Psychology Today. Here’s an excerpt from Marc’s essay:

“…The psychological underpinnings of Zoe’s talk make what could be just another lofty “save the world” presentation into something each of us can use, grapple with, and be inspired by. She articulates the psychological issues we face in responding to global challenges and then unpacks them and invites us to be part of what is clearly a joyful solution. If we’re going to make positive differences in the world we need to be enthusiastic and optimistic because there’s a lot of hard work to be done and it’s pretty easy to become discouraged and to give up. Zoe’s talk made me reflect on my own ideas about how rewilding our hearts can help us maintain hope and faith in difficult times.”

Read the complete essay.

~ Zoe

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDxConejo talk: “Solutionaries”
My TEDxDirigo talk: “The World Becomes What You Teach

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A Generation of Solutionaries

For my blog post today, I’m excited to share a recent article I wrote for Independent School Magazine. Here’s an excerpt from “Solutionaries: Education for a Better World”:

“While the mindset of politicians and the mainstream educational reform initiatives is that education ought to ensure that our students are verbally, mathematically, and scientifically literate and proficient enough to ‘compete in the global economy,’ many educators, when asked, answer this question about the purpose of education with more complexity, nuance, and vision. They want schooling to enlighten, engage, and inspire. They want the education their students receive to lead them toward lifelong learning and help them to be critical and creative thinkers and good citizens. They want to impart their particular passion — whether for literature, history, science, math, foreign language, or the arts — so that their students may also fall in love with a field of study that opens their minds and hearts and gives them the knowledge and tools to make a difference in the world.”

Read the complete article.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach

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Educating Solutionaries for Resilience and Joy

My friend, Kathleen Skerrett, the new Dean of Arts and Sciences at the University of Richmond, gave a speech at a university colloquy last month. For my blog post today, I wanted to share this moving, powerful, wise speech. Here’s a brief excerpt:

“The generation we are teaching will reach maturity in a world that is deeply wounded and precarious. The apocalypse proceeds for the diversity of species at a terrible rate, and the waters rise to engulf the lands of the poorest of the poor. We do not know what the new normal will be for the world economy, or how economic collapse will deepen ecological degradation. We do not know how religious or political forces will respond to crises of sickness and scarcity; or how technology and communications will interact with basic human need. Yet the students in our classrooms today must meet these global contingencies tomorrow.

Any of us who saw Tyler Hicks’ photograph of a starving Somali child, published on the front page of the New York Times on August 2nd, stopped in our tracks. Many scholars here could provide commentary: images of severely emaciated African children have a history in American media. Yet the photograph nonetheless incites our visceral knowledge that a person can suffer the most hideous anguish. If there is any hope to foster communities of nurture and justice for the future, it will fall to the ingenuity and compassion of this generation we are teaching.”

Read the complete speech.

It is tremendously hopeful to me that at the highest levels of academia, humane education’s vision is being both embraced and promulgated. Enjoy.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach

Image courtesy of guillermo ossa.

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Returning to School: Education for a Livable Planet

For my blog post today, I’m sharing a recent post I wrote for Common Dreams, a progressive news site. Here’s an excerpt from “Returning to School: Education for a Livable Planet”:

“Students and teachers are returning to school. I know few in either group who are genuinely excited at the prospect. This is a travesty and a tragedy.

Humans are, by nature, passionate about learning. It is truly extraordinary that in a few thousand years our species has learned to create elaborate shelters and to heat and cool them so that the temperature is always comfortable. We have turned minerals and ores into metals that we’ve shaped for every possible purpose, creating the bicycle, the toaster, and the airplane. We have made televisions and computers that the great majority of us cannot actually comprehend, but which we can use effortlessly nonetheless. We have done these things and so much more because our curiosity and imaginations, coupled with our desire and capacity to learn, continually spark creative problem-solving to increase our pleasure, comfort, and freedom. True, we create destructive and unhealthy things too, but the seeds of all creation, good and bad, emerge from our ability and desire to learn.

Almost all of us can easily recount times when we have experienced profound joy and excitement while learning something new. Learning is deeply pleasurable, a source of energy and enthusiasm and the foundation for virtually all growth, innovation, and invention. And this is why it is a travesty and tragedy that so many students and teachers lack enthusiasm each September.”

Read the complete post.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach

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Do You Tune Out or Tune In to Atrocities?

Zoe’s been busy with speaking & traveling and didn’t have time to write a blog post for today, so here’s a repost from 11/19/10. Enjoy!

I’ve always been struck by people saying that they don’t want to know about a particular atrocity or cruelty or problem in the world. It’s not uncommon to hear this from adults (though rarely from youth). I think the motivation to avoid new knowledge stems from people’s desire to live with integrity. That might sound like an odd statement, but if you learn something that calls into question choices you make, and you really don’t want to change, then you’ll be faced with the unpleasant experience of living without integrity. Better not to know. Ignorance is bliss after all.

But I’m struck by this head-in-the-sand behavior because it’s foreign to me. I’ve always wanted to know. Even if I am unready or unwilling to make a different choice, I’d rather know and live with my discomfort than not know. I’d rather have the opportunity to live more closely aligned with my values.

Over time, though, I’m beginning to understand the disinclination to know. I do get tired of all the bad news, of learning about more problems, of facing my own lack of integrity. This fatigue is helping me understand those people who say, “Don’t tell me about _______. I don’t want to know.” And understanding is a good thing. It helps me build bridges and offer smaller invitations. It helps me teach more wisely and carefully and inspire baby steps toward knowing. It keeps me from being self-righteous, and helps me maintain some humility.

Still, even when I get tired, I know there’s no other path for me. Maybe I’ll take a brief respite from the myriad books and videos that expose me to the grave and horrible problems in the world, but not for long. There’s work to do, and I don’t know how else to live with myself or to live in this imperfect world that needs our good work.

What about you?

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach

Image courtesy of Identity Photogr@phy via Creative Commons.

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Reflections on Waiting for Superman: Pouring Knowledge Into Children’s Brains ≠ Good Education

The movie, Waiting for Superman, finally came to rural Maine, and I so I finally got to see it. There is so much in it that is so important and so true. For example: It is a travesty that so many of our children are not learning the basics and are not verbally, mathematically or scientifically literate. It is a travesty that terrible teachers cannot be fired. It is a travesty that there are so many failing schools which are failing kids. It is a travesty that kids have to participate in a lottery to go to a good school.

Yet there was a moment during the film that I found so stunningly off the mark that I wondered if I was really watching a film meant to spearhead an educational revolution. In the scene, cartoon children in a classroom have their heads opened so that information can be poured in. To depict the problem the movie addresses, one child’s head is opened and the pitcher of knowledge is poured next to her, missing its mark. The message from the movie? How horrible that we have knowledge to pour into children’s brains and we are failing to do so.

Eight years ago, at a humane education symposium that we hosted at the Institute for Humane Education, a brilliant teacher, Matt Wildman, shared a cartoon depicting a child whose head is opened while information is poured in. To all of us, it was the opposite of good teaching. It still is. That Waiting for Superman implicitly suggests that this is the goal of schooling – to pour information into our children – is part of the problem. Will they get higher test scores? Probably. Will they learn the basics? Probably. But should this really be our goal for our children’s education? Absolutely not.

In my recently uploaded TEDx talk, I talk about what I believe the goal of schooling should be and the role of the basics in that higher purpose. I believe that in a world rife with injustices and looming catastrophes we need to provide children with the knowledge, tools, and motivation to be solutionaries and to use the basics of verbal, mathematical, and scientific literacy in service to a higher purpose of transforming unhealthy and unsustainable systems into ones that are humane and restorative.

Waiting for Superman certainly exposes some of the core problems with our educational system, but its implicit solution is ultimately a meager one. If all we do is more successfully pour information into our kids so they can pass standardized tests, this will still be a travesty. In a world plagued by complex challenges, our children need to be critical and creative thinkers whose educations have prepared them to employ “the basics” in service to innovation, brilliance, health, peace and joy.

Zoe Weil, President of the Institute for Humane Education
TEDx talk: “The World Becomes What You Teach”
Author of Most Good, Least Harm

Image courtesy of matt.janz via Creative Commons.

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The Problem With Our Newest Educational Manifesto

Take a look at this Educational Manifesto, created by a group of educational reformers and leaders and published in The Washington Post.

As an educational reformer myself, I read this manifesto with great interest. There were parts I agreed with strongly. Such as this:

“It’s time for all of the adults — superintendents, educators, elected officials, labor unions and parents alike — to start acting like we are responsible for the future of our children. Because right now, across the country, kids are stuck in failing schools, just waiting for us to do something. So, where do we start? With the basics. As President Obama has emphasized, the single most important factor determining whether students succeed in school is not the color of their skin or their ZIP code or even their parents’ income — it is the quality of their teacher.”

“The quality of their teacher.” Indeed.

“To start acting like we are responsible for the future of our children.” Indeed.

But interestingly, the paragraph that precedes these two reads as follows:

“But the transformative changes needed to truly prepare our kids for the 21st-century global economy simply will not happen unless we first shed some of the entrenched practices that have held back our education system, practices that have long favored adults, not children. These practices are wrong, and they have to end now.”

Note how this paragraph names the true goal of schooling according to these educational leaders: to truly prepare our kids for the 21st-century global economy.

Notice that the goal isn’t to truly prepare our children for their roles in solving global challenges, or creating a safe, humane, restorative world, or living successfully peaceful lives that contribute to a thriving planet; it’s to prepare them for the global economy. In other words it’s to make sure they can compete with China and Germany and Japan.

There is much in this manifesto that is true and important and worthy of our attention and energy, but until we address the goal of schooling with a purpose worthy of our children’s minds and hearts and truly relevant to the 21st century challenges we face – which are hardly limited to economic challenges – we will remain off course and irresponsible regarding our children’s future.

It’s time to take seriously and embrace a worthy definition schooling: to graduate a generation of solutionaries.

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm and The Power and Promise of Humane Education

Want to get a taste of IHE’s humane education training programs & gain skills and support for inspiring your students to become leaders & change agents for a healthy, peaceful, sustainable world? Sign up for the next session of our 30-day online course, Teaching for a Positive Future (February 7-March 14, 2011). Special rates for groups of teachers.

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WebSpotlight: Brighter Green: A Wonderful Resource for Educators & Activists

Check out Brighter Green. Brighter Green is “a non-profit action tank that works to transform public policy and dialogue on the environment, animals, and sustainability, both globally and locally, with a particular focus on equity and rights.”

You will find important position papers and excellent research, writing, and resources for learning about, advocating for, and teaching about global challenges and solutions.

You can also read a 2009 interview we did with the executive director, Mia MacDonald.

Zoe Weil, author of Most Good, Least Harm

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