The Role of Teachers in a Child's Education

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What to say of this whole jaunt, when words flee into the past, vanishing as any experience does, in wisps of memories that surely happened, but are already starting to jointly mix and match, leaving impressions more than the facts, which were always in question anyway. Judgments aside, it was good, enlightening, life transforming, eye-opening, awe-inspiring, heart-warming, endearing, enchanting, ever-surprising, and a whole lot of other '___ing' words which could keep streaming out if I let them. I ask myself if I understand, or rather if I understood, what exactly went down and truthfully I have to say no. I was open to letting the experience grow on me, and it did. I did fall into a very valuable self-examination while there, looking at my own chosen profession and seeing tremendous validation, but for reasons that I had not previously examined. I noticed how much I was affected by students calling me “Sensei”, my teacher, a verbal recognition and acknowledgment of the honor and value placed on the title “Teacher”, something that I do not think I have yet experienced in my own home country. The very nature of either being a teacher or having a teacher suggests, in English, a type of subjugation with which Americans, in particular, the most individualistic citizens in the world, do not rest easy. And yet, that is obviously not the underlying meaning inherent in the term. The reverence is not assigned to the individual as much as to the honoring of learning itself, and therefore, by extension, the bearer of the world of knowledge, study and intellectual pursuit. We come from a culture that seemingly only pays lip service to the timelessness of the avocation, and this is mirrored in the downward progression of interest expressed ...

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...is killing us and education along with it. This is an absolutely oxymoronic state of affairs because education, in whatever form it takes, is the only way out of the morass. All I can expostulate from this is that it is obligatory for each of us in our stand-alone individualized schools to take seriously the establishment of a dynamic community of learning that is modeled and rewarded by the greater community as a whole. This type of community should, in itself, be self-perpetuating and thereby produce the type of student graduate who is out to tackle the world with a real set of skills that match the needs of our constantly changing reality. It is easy to imagine that a learning environment as envisioned will easily attract both students who want to learn and teachers who want to teach, flinging a fist high in the air, with a celebration of achievement and success.

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