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Raising Children to Think for Themselves
I recently read an interesting observation by a college professor who taught during the 60's: students were misusing the phrase "think for yourself." Students typically followed up on that phrase with a very specific opinion. He noted that this might be linked to the rise of spiritual groups in the 60's, where students were told to "think from themselves," and then proceeded to be told by a spiritual leader what those thoughts should be.
It seems like a hypnotic suggestion: what I'm about to tell you is your idea and yours alone... you will want to agree with whatever I'm about to say and believe that the idea came from your mind.
Is it ever possible to tell someone to think for themselves without suppressing their critical thought in the process? I'm leaning towards no. What we typically mean (even if it's subconscious) is: think like me.
So what if we truly want to raise independent (and ethical) children who think for themselves? How do we do that if we can't just tell them to do it?
The Reggio-Emilia approach to early childhood education, started by parents in the town of Reggio Emilia, Italy after World War II, is one attempt towards educating independent learners. After the blind obedience required by Fascism no longer appeared like a good option, these parents started asking the question: what's the alternative.
There are a few guiding principles in the Reggio-Emilia philosophy that apply to this question:
1. Children are the drivers and architects of their own learning. They are naturally curious, capable of pursuing knowledge, and can build on their own ideas. They have many ways of expressing their ideas, whether it's through words, art mediums, movement, etc.
2. The environment is the "third teacher." Children are free to explore the spaces and materials in their environment to help them construct and build on their ideas. The environment is of course set up by adults. It should, however, be as unrestrictive as possible.
3. Teachers observe rather than direct the students. The teachers use a good deal of empathy to understand what the child is doing, thinking, and exploring. The rule of the teacher is to set up the environment in a way that allows students to continue exploring. The teacher can also ask questions to further provoke the students' thinking. The best thing a teacher can teach is to ask better questions and not take things at face value.
4. Children recognize that they are part of a community. Decision-making is shared and their ideas are shared not only with their classmates and teachers, but also with family and (whenever possible) people in the community. They are respected members and seen as capable of contributing to their local society in constructive ways. Conflict resolution, when it comes up, is part of the package. Cooperative class projects consisting of collections of are also encouraged. In this way, students get to see how their individual contributions become part of a greater whole.
What's most interesting about this approach is its balance of respecting authentic, individual ideas as well as recognizing that we don't grow up in our own bubbles. At some point we must bump up against the ideas of other people, cooperate, and resolve conflict.
My hope is that raising children in a way that respects their ideas will produce adults who answer the call to "think for themselves" as: I always have thought for myself, and I have a lot of questions about what you just said.
For more information about the Reggio-Emilia approach, see the classic book "Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education".