The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. ~Kahlil Gibran
We are a society that values academia but questions knowledge. Education that does not come with an invoice is overlooked or deemed suspect. Students are funneled through grad schools, seminaries, mail-order certification courses, and retreats aimed to connect student with guru/teacher/master, the one who claims to have “the word”. There’s no end to the deluge of purchased thought and those willing to sell. Those who question this blind system of organized education are simply labeled uneducated, outlaw, savage, unenlightened, or delinquent. When education is criticized, said criticism pertains to problems in public schools, lack of funding for educators and low-income students, and failing state colleges. Rarely, does one read an article about the problems inherent in the institutionalization of learning.
Quite possibly, the biggest challenge to learning in our purchased degree-driven society is though the discernment of both teacher and idea. Ours is a culture addicted to efficiency and immediacy. Where these addictions have grown something positive, there are numerous examples of technological and scientific advances. I need not go into the benefits in any great detail; modern man boasts on these accomplishments fervently. However, where we are left anemic is in the area of critical thinking. Independent thought, mastery of problem solving, and old-fashioned “gut smarts” are seldom encouraged when dealing with standards and benchmarks. These rare talents have resulted in a collective gullibility that has the United States as a whole susceptible to blind party allegiance, thoughtless to laws that are – peering in from outside – verging on fascist, and ever so willing to demonize other cultures, races, anyone who does not align with the dogma of the day. Riding the forefront of this wave are the educated and successful, those who believe they’ve done the right thing, deserve their spoils. These entitled souls are perhaps the least discerning among us, for they have built their lives around the system of principles that supports this grand illusion of deserved property and prestige.
On the flip-side of the madness of politics and corporate corruption, class war and hierarchy, we have emerging from the vindicated mists of spiritual liberation, survivalists, militants, cult heads, and new age teachers willing to pander their own spoiled salvation. Countless smart, enlightened folks have flocked to the deviant savior who offers respite from the modern machine. Never a unique proposition or creation, these gurus sell Native American or early Americana, Paganism or Buddhism, or any form of “authentic” knowledge born from those who came before.
In our quest for answers to life’s most important questions, we have grown subservient to the knowledge of others, while forgetting our own sense of truth, awareness, and perception. To make matters worse, we are pushing willful ignorance, entrenched educational systems, and academic debt onto future generations. Many of us, both young and old, now skip problem solving entirely in an immediate Google search frenzy for quick solutions. One common complaint I hear from teachers, is that their students no longer want to think through a problem to arrive at an answer; they simply want the answer. That’s what they are paying for, after all.
Far from luddite, self-exploration and independent learning are paramount to discovery and to re/evolution. The best thing we can hope for as lifelong students is to connect with the teacher whose response is “What do you think?” in lieu of the one with a costly answer. We hope to find the teacher who understands that his/her job is to merely crack open the door with infectious enthusiasm and experience-driven joy, imploring the student to enter in, not through ego and economics, but through a sheer happiness and authenticity in the delights of life’s lessons.
Nothing changes in an institutionalized system of processes and input/output function. This approach simply rewards worker bees with increasing debt and a head-full of “must do-s” for a mandated American life. And, how shall this logjam be moved? Through radical thinkers, the rebels, the revolutionary women and men willing to move away from the norm. Thanks to them, some of our most ingenious discoveries, inspiring art, and necessary social movements have been created.
Let us not forget that access to learning is within each of us. Academia provides the baseline and the all-important paper needed to obtain that insidious career, but learning is everyone’s right and responsibility. Questioning basic assumption becomes second nature when flexing the muscle of critical thought. It is in the wisdom of a grandfather who allows his granddaughter to make a mistake or two (or three) while learning how to fix a problem under the hood. It is with the mother who listens intently to her son’s struggles with self-esteem and encourages him to listen to his feelings and adjust his actions based on the lessons these feelings convey. And, it is with the professor who instills a deep love of questioning – moving beyond textbook to exploration and challenging his own concepts and ideas. It is in each of us who are brave enough to say “no” when something feels wrong, or “yes” when the path before us is too compelling to stay comfortably seated at home.
With all of the information now literally at our fingertips, it becomes ever more crucial to problem solve, deeply consider, and weigh outcome against proposition. Employing this level of inquiry and intuition will certainly bring you to a deeper understanding of your talents and abilities and will lead you to the teacher or academic path best suited to your style of learning and the true heart of knowledge.