Seeds of Wisdom: Cultivating Education with a Gardener's Mindset

When we mention the gardener’s mindset, I need to give the credit for three people, Mohammed A. Faris for his great book “The Barakah Effect”, Dr Sayd Farook for his reflective narrative in what does it mean for educator and for Russell John Cailey for his provocative approach in questioning why we do what we do in education.

Through out the article, I will delve into some key lessons from plants in addition to the gardener’s mindset from educator perspective, it will actually intersect with topics such as: process-based vs. goal-based mindset, purpose-based vs. results-based approach.

Plants offer us a beautiful and profound lesson about individuality and growth—one that educators can greatly benefit from as we strive to cultivate learning environments that allow each student, educator, and leader to thrive.

Just like plants, each individual—whether a student, teacher, or leader—has unique requirements to reach their full potential. Some plants flourish in bright sunlight, needing constant exposure to opportunities to grow. Others, however, need more water—symbolizing the support and guidance necessary to sustain their growth. There are even those that grow best with minimal intervention, thriving in more challenging or demanding environments. The key lies in recognizing what each individual needs and providing the right conditions for growth.

In nature, we observe a diversity of growth patterns. Some plants grow vertically, shooting straight up towards the sky, much like students who quickly rise in traditional learning environments. Others spread horizontally, developing strengths in areas outside the conventional path. Still, others dig deeper, with roots anchoring them firmly into the ground, focusing on developing a strong foundation before showing outward growth.

And then, we see plants that bear fruit—contributing tangible results to their surroundings, like students who excel in measurable academic outcomes. Meanwhile, others bloom with flowers, offering beauty and diversity, just as some students might shine in creativity, emotional intelligence, or collaboration, areas that are less tangible but equally important.

This simple analogy reminds us of an essential truth: "one-size-fits-all approaches do not work." Education, like nature, is rich in diversity, and it is our duty as educators to acknowledge and celebrate these differences. Just as each plant requires different conditions to grow—light, water, soil, and space—each learner requires different approaches, resources, and support to unlock their full potential.

By embracing diversity, personalization, and flexibility, we can create environments where every learner can flourish. This means recognizing that some students may need more time, others may require tailored instruction, and many may need opportunities to explore different ways of learning. It’s about meeting each student where they are and giving them what they need, not forcing them to conform to a single standard or mold. It is moving beyond shaping students into one approved model.

In education, we should aim not to produce identical outcomes but to cultivate a garden of learners, each thriving in their own unique way.

As we rethink our educational systems, we must continuously ask ourselves: Are we providing the right conditions for each student to grow? Are we offering the right balance of opportunities and challenges? Are we respecting the unique timing and pathways that each learner may take?

True growth is not about how fast one rises, but about the depth, strength, and richness of the journey itself. As educators, let us be gardeners of human potential, embracing the individuality and unique growth paths of each learner in our care.

The gardener also has a philosophy for living which we can learn from, the Gardener’s Mindset and as stated by Mohamed Faris in his great piece of knowledge “The Barakah Effect” is focusing on six main steps and allow me to interpret the same but from Educator’s perspective:

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1-????? Set powerful intentions – not visions

We all agree that having a vision in education is essential to align our thoughts, actions, and emotions toward a unified direction. However, the vision alone does not address the “why” question. Why do we, as individuals, need to pursue this specific direction? Additionally, what is our true intention, and do we, as a group or team, share the same intention?

?Consider the gardener as an example. The gardener prepares for planting with a vision of a flourishing garden filled with fruits and vegetables. But for this particular type of seed, why is he doing it? Providing the community with organic and healthy food is a compelling reason.

Similarly, in education, when educators plan their curriculum, they start with a clear vision and learning outcome of what they want their students to achieve. They might have a broad idea of the desired educational outcomes, but their primary focus is on creating foundational experiences and learning opportunities to foster student growth and development.

Intention or purpose might be different from one to another, however it is very important to discuss it, show it, keep it consistent among the stakeholders.

Intentions are deeply personal, and it is crucial to remind yourself daily of your intention or purpose. This ties in with the concept of IKIGAI, “a reason for being.” Your intention or purpose can serve as your reason for being, helping you stay focused and adaptable in pursuit of your vision.

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2-????? Understand your/your students season of life:

The gardener cannot plant winter fruit in summer, and the amount of water needed on sunny days differs from that on rainy days. The entire gardening process is influenced by the season of life, type of soil, weather conditions, and various other factors.

?Similarly, educators must tailor their approaches to fit the unique needs and developmental stages of their students. Just as the timing and methods of watering and planting must be adjusted to suit the conditions, so must the methods of instruction be adapted to the current context and individual requirements of each learner. The educational process is deeply influenced by these factors, and flexibility is crucial for nurturing students' growth and ensuring their success.

This adaptability is also necessary in response to changes in the world around us, such as wars, macroeconomic conditions, and recessions. As educators, we must ensure that our content, examples, and teaching methods reflect these changes so that students can connect more meaningfully with the real world.

?Adapting to each student's needs and preferences is another aspect of understanding your season of life. Since learners' needs vary, educators must cater to the personalized needs of their audience to provide the most effective education.

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3-????? Sharpen the process:

Have you ever heard a gardener say, "I’ll skip watering today, it’ll be fine," or "I’ll plant this seed at a different depth or angle"?, Never..

?The more attention the gardener gives to the process, the more likely they are to achieve their gardening goals. Similarly, in education, it is a comprehensive process where practice is a crucial component. The learning journey cannot proceed effectively with only presenting the knowledge, it is a complete process, it can’t go without practice, reflection, building relationships and trust is equally important and with the role of parents and community. It is a chain of steps, a journey that need to be nailed to lead to best results.

Educators, parents, students, and policymakers must sharpen and refine the process to ensure that the best outcomes are cultivated with focusing on intention and purpose rather than disturbing their process with thinking about results.

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4-????? Detach from the results:

I remind myself, my children, my students, and my network daily: don’t focus solely on results, just do what you have to do and leave results for God. While we all aim for positive outcomes and dream of great results, securing them isn’t our job. As a gardener, you cannot guarantee results. Rain, worms, bugs, insects, weather conditions, and migrating birds—all these factors are beyond our control and affect the process however if the gardener spend his time to think about uncontrollable factors, unfortunately, he will never focus on his main process.

?Similarly, as educators, we can’t guarantee outcomes, A or A* is a result, being engineer or doctor is a result. Instead, we can only focus on the process, study well, do your homework, stay positive, and aim for the best. For learners, constantly thinking about results can distract from the process.

Detaching ourselves from the outcomes allows us to stay calm, focused, and maintain our mental health. This shift from a hustle mindset to a relaxed and focused mindset is essential.

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5-????? Seek Barakah/Bless/Positivity:

It is simply the blessing, the spiritual energy, and the positivity that make the gardener, educator, and anyone following the process feel positive, good and expect good. Barakah is very much linked to wellbeing of students and teachers.

In education, the concept of Barakah, or divine blessing, manifests as the positive energy and spiritual enrichment that uplift educators and students throughout the learning journey. This blessing is closely tied to the intentions and purpose behind educational efforts. Barakah extends beyond just the classroom process; it encompasses the quality of relationships between educators, students, and the broader school community. A positive, supportive environment, characterized by emotional intelligence and maturity, contributes to the overall success and fulfillment of educational goals.

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6-????? Plant for the long term:

As gardener, What if your process is solid and strong, but the chemicals/fertilizers you are using is negatively impact the soil on a long term? What if your seeds consume all the nutrients, rendering the soil useless for the next agricultural cycle?

?For me, this concept is closely linked to long-term impact and sustainability. We should consider the long-term impact, not just the current process and immediate results.

?As educators, we must think and balance long-term impacts as well as immediate results. Consider the implications of using tools like ChatGPT, scientific calculators, and regulating screen time in the classroom, some might agree, and some might disagree. Balancing immediate educational goals with sustainable practices ensures that we are fostering an environment that remains beneficial for future learning and growth.

?Embracing the gardener's mindset in education reminds us that growth is a gradual, patient process, influenced by the care, attention, and environment we provide. By focusing on nurturing the right conditions, setting positive intentions, and adapting to the unique needs of each learner, we can cultivate a thriving educational landscape where students flourish. Just as a gardener takes joy in the journey of growth, educators too can find fulfillment in the process of guiding and supporting their students, knowing that every seed they plant has the potential to blossom into something extraordinary.

I am happy to hear your feedback and discuss it further.. :)