Building Bigger Boxes
Some of the worst educators I have been unfortunate enough to work with over my undergraduate and graduate years have come up with cliché after cliché in an effort to the sway students into believing that they really are getting an excellent education. One such phrase is the infamous: “We are teaching you to think outside the box.” So, what is their definition of ‘the box‘? Alas, I do not know. They deal in clichés and, by definition, a cliché is a phrase that both parties (teachers and taught) accept as being meaningful, even though it is often without meaning. It is also a conversation closer, as in ‘it is what it is’. It’s hard to argue with that or to reason your way around it. ‘But it doesn’t have to be!’ rarely cuts the mustard aka mouse-turd.
So, if these teachers are teaching their students how to think outside the box, how are they managing to do so? Why by building bigger boxes inside which each student can be safely taught to think, without asking questions, and without looking for independent answers.
Today’s cartoon has two titles: (1) Brave hearts escaping, finding meaning outside the bigger boxes and (2) can the true heart escape its coffin in a bigger box? I love the boxes within boxes and the drawers within each boxed segment into which the young, developing mind can be stuffed and crammed. How do we release those hearts? How do we develop those minds? Certainly not by confining them in bigger boxes. In the battle for hearts and minds, how do we set our students free?
It must be done on the student’s terms, each student, one by one, in co-operation with intelligent, meaningful teachers who step away from cliché and commonplace to enter the learner’s world and to themselves learn how to contact each learner at a mental, spiritual, and intellectual level. Only then will teacher and taught be able to speak of true intellectual freedom. Until that happens, be very careful when your child comes home and announces that today, of all days, that child has been taught to think outside the box. “Verily, I say unto you, open the cage door. Let in the sunshine and the light. Set those children free.” But remember, it must be on a case by case basis, with each individual weighed, assessed, understood, and released to find their own individual way of earning the things they specifically need to know. In true education, one size really doesn’t fit all.
Comment: Another Golden Oldie that suddenly surfaced and, on emerging from the depths, reminded me of another of my callings: that of a teacher of philosophy and a teacher with a philosophy. Retired now, I can no longer help young minds to create and shape themselves. This is doubly true with Covid-19 haunting us, waving at us from the shop-windows, supermarket aisles, and street corners, flapping its wings and trying to fly into our bodies. And remember to distinguish between clichés and things that are not clichés, like ‘Wear a mask’, ‘wash your hands’ (twenty seconds, with soap), and ‘keep a safe social distance’. Do this all the time and hopefully you will avoid thinking inside the bigger box of a six foot pine Covid-19 coffin.
2 thoughts on “Building Bigger Boxes”
A clichÃ©âs clichÃ©: If you learn to think outside the box, you may forget to think about what is inside the box. Would you then be boxed in or boxed out? Considering that today is Boxing Day, I thought to take a jab at that.
Kind regards, and stay safe.
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Good one, Victor. Well done! I can see I’ll have to do another one on this theme. Cervantes writes that we are all chess pieces and that, while alive in the game, we all have our different values and roles. The king dreams he is a king, the bishop, a bishop, etc. But, once the game is over and we are all back inside the box, why, we are all meaningless lumps of wood again. I guess sometimes, we can only think outside of that box! Will send an e-mail!