What Do You Mean?

On the connection journey, building strong relationships and creating a sense of belonging mark the first two Landmarks. However, the third Landmark: meaning, is where the true transformation occurs. A transformation that can have considerable impact outside of the school gate and onwards into the future.

The Connection Journey emphasises meaning because it is a vital component that connects all who participate in education, including teachers, support staff, parents, and students to the larger "why?". This Landmark urges each community member to help every other individual within the school community to discover their own sense of purpose and meaning, ensuring that schools are not just places of learning, but of profound personal growth for all.

In considering meaning, we most likely are drawn to memories of the common prompt:

"What do you want to be when you grow up?"

This question with its intentions of inspiring curiosity and imagination, often limits the exploration of deeper personal meaning. It tends to focus on future careers and external achievements rather than present identities and intrinsic motivations.

The real question we should be asking is, "Who do you want to be?" This shift in perspective is crucial. Meaning in education should be less about future aspirations and more about present realities. By fostering deep and meaningful connections with others, individuals can truly come to understand themselves. This understanding is not only about academic success but about developing a holistic sense of self that encompasses personal values, passions, and interpersonal skills.

One of the key challenges in the classroom is encouraging students to explore who they are beyond the confines of the prescribed curriculum. It is challenging because developing a deep sense of self is a desired and perhaps assumed component of wider schooling. Because it is not directly addressed, or addressed but not in enough detail, it is essential to push students to understand what drives them and what they value deeply. This involves moving beyond superficial assessments and shifting towards genuinely collecting information that students can use for their personal growth, rather than merely for narrowing course selections or career pathways.

Educators must create an environment where students feel safe to express themselves, explore their interests, and reflect on their experiences. Personalised learning plans, which tailor educational experiences to individual interests and strengths, help students see the relevance of their education to their own lives. Reflective practices, such as journaling, discussions, and self-assessment, encourage students to think deeply about their values and aspirations. Mentorship programs can also provide opportunities for students to connect with mentors who can guide them in their personal and academic journeys.

Creating a school culture where meaning is a central focus requires intentional effort. Schools need to prioritise relationships, belonging, and personal growth as much as academic achievement - a potentially tall (but necessary) order in the current climate. Community-building activities that bring together students, staff, and parents can foster a sense of community and shared purpose. Ensuring that all voices are heard and valued creates a more inclusive and meaningful environment. This includes promoting diversity and equity within the school. Integrating community service into the curriculum helps students understand the impact of their actions and fosters a sense of meaning.

Landmark 3 is about ensuring that every individual in the school community finds meaning and fulfilment. By shifting the focus from "what" to "who," encouraging self-discovery, and broadening the scope to include all stakeholders, schools can become places where meaning is cultivated and celebrated. This approach not only enhances personal growth but also creates a more connected, empathetic, and resilient school community.

In the end, fostering meaning in education is not just about preparing individuals for the future, but about enriching their present lives and helping them become who they truly want to be.

As we finish this issue, here is a final thought from my book:

"When it comes to creating meaning through learning, we need to guide more and tell less."

Thanks for reading.

Issues of this newsletter are published fortnightly/biweekly on Sunday mornings at 8am (GMT+11).

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