Saying “I’m Sorry”

A brief introduction to this post: I have been thinking a lot about growth lately. After reflecting on past experiences, I have watched myself act in ways that demonstrate that I have actually learned something. This has been critical but is not always comfortable. It is difficult to put myself in a position of vulnerability, but it is also the only way that I can live up to the pictures I paint on this blog. I am grateful for what I have learned and for all who have taught me. To those who were gracious enough to give me multiple chances, to those who heard my awkward apologies, to those who looked me in the eye when looking back was the hardest thing to do: I am still sorry and I thank you.

I am sorry . . . .
if
that
but
you

I thought . . .
meant
didn’t

But you . . .
and so
it’s just

I guess . . .
next time
differently.

It can be hard to apologize. It can be hard to admit that we were wrong, that we hurt someone else, that we misunderstood or misinterpreted or made a mistake. It can be hard to acknowledge that we didn’t behave in the ways that we should have and that our behaviour was harmful.

To apologize means to stand before another person and admit to being fallible, to having erred, to being human. It means wanting to do better and, significantly, taking the steps necessary to do so. To apologize means asking for forgiveness, and asking for forgiveness, we often think, means handing someone else power.

And that is scary.

I’d like to offer something else here: Saying “I’m sorry” and then acting upon what it actually means to be sorry is not only an act of courage, but also an act of recognizing the humanity inside someone else.

Saying “I’m sorry” acknowledges that a wrong has been committed, that a relationship has the potential for being repaired, and that this is work we want to do. And we cannot do it alone.

To come together and rebuild takes not only compassion, but also grace. It takes setting aside ego and hierarchy and control and everything that separates us, and requires us to sit down together and acknowledge, perhaps for the first time, that being human can hurt and that humans cause hurt.

Saying “I’m sorry” recognizes that maybe we are too far gone, and that maybe the gulf is too wide to cross again. Maybe the trust that was once between us has shattered into too many pieces to reconstruct. Saying “I’m sorry” admits that this might be possible.

And this is scary.

But it also might be the only way to move on, even if we aren’t moving on in the ways that we’d hoped. Sometimes life goes that way.

Given that our current cultural obsession with the self has created personalized environments in which each individual is at the centre, it is no wonder considering another perspective is challenging. After all, there are no other perspectives. It is no wonder that discourse and dialogue are anathema. After all, we “cancel” those with whom we disagree. To change one’s mind, which is what happens when we learn, is to flip-flop; to apologize is to capitulate, roll over, show weakness.

There is a great deal wrong here.

A genuine, heartfelt apology carries with it the possibility of making the world a better place. It is an act of building peace in our interactions, relationships, and everyday encounters. This is a powerful thing. No one ever said something so important was easy, though it might be easier than we think. Many things are this way when approached with honesty and openness rather than suspicion and competition.

Sometimes we are wrong, but we can mend those wrongs. This does not mean the harm disappears, or that everything goes back to the way it was before. It means that we forge new paths and learn new ways. We are marked by our experiences, and this is how our lives are constructed.

Treat others the way you want to be treated, or the way they might want to be treated.
Be kind.
Take a deep breath.
Do the hard thing.
Hold out your hand.

If we continue building this world into a better place, there will be someone there to take it.

Weimar, Germany – August 2021

Glow

The weather gave us a gift this weekend. We had sun, blue skies, and temperatures perfect for being outside. (Although nothing really seems to stop Germans from being outside, which I like very much.) I was out late Sunday morning revisiting a route I’d taken with a friend some weeks ago. We had looked in vain for sunshine that day and the walk was bound to feel different this time.

One thing I have always noticed about walking with my camera is that my senses are sharper, and not just my eyes. I see the world differently, but am also more aware of how it tastes, how it smells, how it feels, and where I stand within it.

In other words, the more present I am, the calmer and more peaceful I feel. The camera around my neck acts as a reminder. Likewise, the more experienced I become in meditation, the more easily awareness seeps into my everyday life. I pause more frequently, slow down, notice, breathe. This is what it means to be mindful.

Lately there have been several loving-kindness, or metta, meditations in my routine. The warmth that I experience through these practices is not unlike the warmth I experienced last weekend in the sun. The world opens wide and it calls.

What I like most about metta meditation is that it makes obvious our connection with one another. There is a physical sensation, a warm glow, that comes from that realization.

There is a warm glow that comes from wishing loving-kindness to others, similar to the sense of rejuvenation that comes from being in nature. I have learned that these are needs for me, needs rather than wants. I would like to think that I am a better person to those around me for having learned this and sought this out.

It is easy to form connections that are light and fun, to play outside on a sunny day. It is not always so easy to get out in the rain or cold, not always so easy to touch another person. But so often, it is the experience of doing exactly this, of embracing difficult conditions and searching for the light, that plants us firmly on the ground.

And this is when we can not only look, but see.

The world is a complex place. Discuss.

“So, what exactly is ToK?”

ToK, or Theory of Knowledge, is the IB Diploma Programme’s core class, the class that is grounded in the real world and supposed to help students make connections across their six subjects and to their everyday experiences. I love what this course aims to do and the way the newest curriculum has been designed. (And no, I am not being paid to say that.) I’ve been teaching ToK for four years now and the most common question I get from students and families is the question above: “So, what exactly is ToK?”

I generally explain that ToK is the class that allows us to say, ‘The world is a complex place. Discuss.’ It is a course that emphasizes critical thinking about the world around us.

The adults are generally intrigued by this and express regret at not having had such a course, or excitement that their students will have this opportunity. The students typically look at me with bemused or skeptical expressions and I hedge: “It’ll make sense after about a year.”

Generally, it does. It takes time to learn to think critically (and it also takes brain development, which is often neglected in popular conversation). It further takes maturity, and therefore time, to develop the academic confidence to do so. The expectations for critical thinking are remarkably high in many aspects of the IB Diploma, although unfortunately not so high in the media cycles our students are bombarded with as they try to navigate the world.

As a humanities/social studies/individuals and societies teacher, critical thinking is an area of learning that I am required to teach and assess, and provide feedback on student progress. This is hard to do, especially when students are young, and far too often, the emphasis on test scores robs students and teachers of the classroom time for discussions and activities that might actually build critical thinking skills. And yet, there is clearly a desire in society for students to leave school knowing how to think critically. (My somewhat lengthy reflection on that idea from years ago, which remains valid today, is here.)

Recently I had a moment with a grade 10 student in which he walked away having learned something and I walked away feeling like we’d done something right. I’ve been an educator for over ten years now and sometimes it’s still hard to know. We went over the instructions for a task in which students were to consider an essential system in daily life, break it down into parts and rank the parts by importance, and then construct a visual representation. (I take no credit for the task; there are some real gems in teacher resource books and I hadn’t even been the one to find it.)

The young man looked at me and I clarified the instructions further. He looked down at the text in front of him, paused, and then said, “It’s not so easy, actually.”

I nodded. “Exactly. That’s exactly the point.”

“Mhm. Okay,” he said and got straight to work.

Discussing the task after visuals were created and presented, students commented on how the activity had made them think about what we generally don’t think about, areas that seem obvious but are not so obvious when we take the time to look. Precisely. This is critical thinking, and this is what I pointed out to students. I urged them to be careful when looking at something that seems complicated and someone exclaims, ‘It’s so obvious.’ That’s how you immediately know it’s not so obvious. We talked about conspiracy theorists and how they look for simple answers to complex questions. If the answers were simple and straightforward, we wouldn’t have the questions.

Another activity that I use with many age groups is considering the significance of events in the news. We read the news for 7-10 minutes and students are asked to share not only what they read, but also why it is important. It’s always to watch critical thinking develop here, and to look at the connections students are or are not able to make. This also gives me information about which students to push and in which directions.

A final recent example is from one of my favourite teaching techniques that I learned as an undergrad. (Yes, we do learn techniques! There are methods!) Students were provided with a debatable question, positions assigned (for the most part, not the positions the students themselves would have chosen), and background reading provided. Students developed arguments in favour of the assigned side, presented them to an opposing group, took notes as the other group spoke, and then were able to provide an informed answer to the debatable question.

Significant value in this lesson comes in the debrief, by which point the bigger purpose is clear to most students. It’s a challenging skill to look at a perspective you don’t agree with because it forces you to consider arguments in its favour. This then means that you have a better understanding of your own perspective because you actually know what the other side is saying, which means you have evidence to counter what they are saying. I always appreciate when students say that they were actually persuaded by the other side because they realized ideas that they hadn’t thought of before. This is why we take the time to look at the other side. (I also like to bridge into psychology – cognition, confirmation bias, active listening.)

A critical part of my role as an educator is to prepare students for their assessments. As much as I might wish otherwise, it would be irresponsible and unethical to ignore this. But an equally critical part of my role as an educator is to raise young people who are able to contribute to the world and help it become better and more peaceful. This requires them to learn, to think, to reflect, and to learn some more.

The world is a complex place. Discuss.

Trieste, Italy – January 2020

Photos, travels, musings, and ideas on education by someone trying to make the world a better and more peaceful place