all women are fickle

“all women are fickle” or

Opinions Won’t Keep You Warm At Night.

 

fick-le

1. Marked by erratic changeableness in affections or attachments

2. Erratic: liable to sudden and unpredictable change

3. Insincere; not loyal or reliable

4. Faithlessness: unfaithful by virtue of being unreliable or treacherous

5. Unstable, especially with regard to affections or attachments

 

Yesterday evening I was enjoying the company of a typically lovely male companion, when he casually dropped this statement. Initially I was convinced that he was simply baiting me, so I humoured him somewhat, feigning insult and injury whilst generally playing along with what I had thought was a rouse. However, it wasn’t long before I realised that he had in fact meant exactly what he said; he truly believed that, collectively, women can be described using the term above defined.

Naturally I got serious very quickly, and had it not been for him backing down (he lives with a woman after all, and isn’t a silly fellow), things could have become messy quite quickly. As a self confessed feminist (let’s leave that one alone for another time) and a lady who prides herself on possessing strong and unwavering convictions, I found it difficult to hear such sweeping generalisations about what is obviously the fairer sex. (That’s a joke. Or is it?) As well as this, I was indignant; how can a person (regardless of gender) truly believe that all women can be characterised as insincere, unreliable beings who are unable to form lasting attachments to others, or even their own perspectives?

Thankfully we were able to bury the issue and enjoyed a perfectly amiable evening of wine and music, but the conversation got me thinking about the merits of saying the things that we think. Is honesty the best policy, or are there times when we should stifle our thoughts for the sake of the feelings of our significant (and insignificant) others?

 

For the most part, we all censure ourselves to some extent. This happens naturally in social discourse and is considered a necessary way of keeping the peace and maintaining pleasantries, whilst also ensuring the feelings of others are respected. Biting our tongue is something we are trained to do at a very young age; observe any toddler in a social setting with their parent and you can watch the conditioning taking place. I remember my sister telling me a while back about a time she’d been in a Doctor’s surgery with my niece, who was two and a half at the time. Turning to an older lady sitting on a chair nearby, she had stated as a matter of fact, ‘you’re very fat.’ Of course, this was followed by much embarrassment and flustered apologising on my sister’s behalf, who then proceeded to explain to my niece in no uncertain terms that you aren’t supposed to ever say such things out loud, regardless of whether they are true. In the given context, this lesson was clearly necessary; there is little to be gained by pointing out to a lady in a doctor’s surgery that she’s eaten too many doughnuts, after all. But having said this, are there times when speaking the truth and being blunt with our beliefs could prove beneficial?

Some people, as a result of the wiring of their minds, are unable to refrain from expressing their thoughts honestly and without inhibition. While this can occasionally be hurtful, it is often charming and refreshing. A perfect example comes to mind regarding a young man I used to teach (for the benefit of this anecdote, let’s call him James). James has Asperger’s Syndrome, which is a condition that impairs one’s ability to understand and respond to social cues and conventions. A gangly fourteen year old with awkward mannerisms and a perpetual smile dwelling on the edge of his lips, this young fellow is a joy. However, on one occasion I happened to have a particularly nasty looking sore on my top lip, and while most people had been subtle enough not to mention it, James barrelled up to me whilst entering the classroom and exclaimed loudly ‘Geez, Miss what happened to your face?! It’s not very pretty today!’ To which I replied, ‘yeah, thanks dude. I hadn’t noticed.’ To which he responded (remembering that he has Asperger’s and comprehends purely on a literal level) ‘Oh. Well there’s a huge sore on your face. Go and have a look in the mirror, it’s gross!’ Thanks, James. Big up, man.

I think that possibly, there simply aren’t enough James’ in this world. Because whilst I clearly didn’t need to be reminded about the throbbing, oozing sore on my face (don’t worry, I’m exaggerating), it takes a certain strength and courage to stand proudly and with a big loud voice, state what everyone else is pretending not to see. I guess what I’m saying is that having an opinion and expressing it with passion cannot be a bad thing. After all, if you don’t stand for something, you might fall for anything.

Just make sure when you’re voicing your opinions that they’re something for which you’re willing to fall, fighting.

To end where we began, I am sure that when he accused my gender of being fickle, my gentleman friend wasn’t considering the extent of the negative connotations that the word implies, but rather simply meant that generally, women have the tendency to be more indecisive when making decisions and are typically more likely to weigh and consider multiple perspectives in comparison to our male counterparts. I suppose that if nothing else, this is a lesson in selecting our words so that what we say is in direct correlation to what we mean.

 

Because whilst we women may not be fickle, we can be terribly touchy when scorned.

 

why school sux

Education is purposed to help us make sense of our identities while providing the skills for shaping positive and participating global citizens. In westernised countries, where we spend the majority of our waking formative years engaged in compulsory schooling, the role of education in fashioning well balanced contributors is undeniable. Unfortunately, the curriculum of the current system is so cluttered by meaningless requirements and bound by so much red tape that organic growth is stifled and significant exploration of self and world are commonly deemed unfeasible.

One of the biggest tragedies of this era is the way in which students’ inherent capacity for innovation is persistently and ruthlessly squandered through our education system. The way in which we continue to dismiss the value of creativity in favour of a blind and empty emphasis on reading, writing and arithmetic is a primary facilitator of this problem. Despite massive changes to educational theories, our approaches to teaching and learning continue to discourage intellectual risk taking, simplifying concepts and limiting discovery by implying that there is a right and a wrong answer to every question.

It’s absurd that in the twenty first century, we continue to award an apparent value to subjects on the basis of outdated perceptions of economic utility. Somehow, despite radical changes to the global climate, subjects such as mathematics and the sciences are still considered overwhelmingly more important than creative alternatives. Consequently, our education system remains geared toward right brain thinkers. Those with a propensity toward academia who respond to traditional forms of instruction and assessment are able to thrive, and are used as evidence that the system is working. Meanwhile, students who are otherwise inclined are abandoned by the system. Their inability to tow the line is interpreted as antagonism and behavioural rebellion and is typically remedied through discipline. Bombarded with blame and accosted by seamless experiences of crushing failure, these students see themselves as the stupid problem. Hopeless or hardened, they eventually enter the world with a sense of resignation that penetrates the core of their identity and what they could have been. On an individual level this is a tragedy. On a societal level, this epic loss of untapped potential is inexcusable.

Too large a portion of our country’s adult population spend their lives mindless and miserable, waiting for the weekend so they can drown their discontentment by indulging in excess. We waste our existence tolerating the greater part of our waking hours because from our earliest educational influences, we were discouraged from pursuing our passions and dismissed from developing a greater knowledge and understanding through poor teaching. Studies show that those fortunate enough to fall into fulfilling fields of work are more content, less aggressive and far superior contributors to their professions and broader communities. So why, when the benefits are evident, does our education system place so little value on individuality, programming us to fear failure, to strive for less?

Exponential growth in technology and rapid changes to cultural and lifestyle philosophies in the past half century are redefining the role of education. Possessing the skills necessary for survival in an increasingly left brained, beyond the box world is becoming increasingly requisite. Educators should be obliged to equip young people with these tools. Through necessity, our approach education needs to quickly evolve. Yet instead, we remain reliant on an outdated nineteenth century model, originally developed to meet the needs of the industrial age. A system of schooling which favours conformity and standardisation can have limited benefits in a twenty first century context. It’s time to rethink our view of intelligence, as we are entering an era where innovation, difference and diversity will be the qualifiers of success.

Every government makes a superficial attempt at reforming education. Unfortunately, their efforts are usually limited to adding more requirements to an already overloaded curriculum, placing unrealistic pressure on staff and students while leaving the archaic philosophies that undermine the model untouched. The system is failing. What we require is a fresh page on which to begin drawing something suitable for our shifting culture.

For better or worse, schools are shaping the next generations of our society’s adults. Our approach will dictate whether we use this time to prepare positive and passionate contributors or disheartened, indifferent drones. Education should be fuelling students’ fires. As it stands, our system does nothing but squander our kids’ enthusiasm, driving them to opt out; if not literally then certainly figuratively. The repercussions of this reach way beyond the realms of the playground. Education is the institution which is deciding the dynamic of our country’s populace. It’s imperative we begin to get it right.

 

For a deeper understanding of our need for an educational revolution, enjoy this informative presentation by Sir Ken Robinson, a world renowned expert in the field of education. If you’re interested in hearing more, I’ll post a selection of his more engaging pieces on the Facebook page.

 

school sux

When I was in my final year of secondary study, I was instructed, along with countless other year twelve candidates, to elect the university course for which I wanted to apply for the following year. A typical seventeen year old, I had next to no idea what I hoped to do with my life. That said, regardless of my bewilderment regarding the future, on one point I was certain; I was aching to escape the mundane reality that was high school.

 

I attended what could be considered a standard public high school. In fact, hindsight suggests mine was probably more reputable when compared to the average secondary institution; its culture was established and respected and the students wore the motto Pride and Loyalty well. But never the less, with the exception of English and the Visual Arts, I found school utterly boring. Due to a restrictive state syllabus undermined by archaic educational philosophies, I was expected to take science and math based subjects, despite my disinterest and obvious inability in those fields. Further, timetabling made it impossible to select more than one creative elective; an obstacle constructed to point students toward academic subjects with stronger university admission scores and traditional employment opportunities.

At my high school, it was virtually obligatory to take classes you did not enjoy, making enduring the tedium of school an absolute slog. In truth, there was more than one occasion during those final years that I decided my best option was to drop out of school and work full time at the local fast food joint. In the end, all that stopped me doing this was my unconquerable fear of quitting. So I endured, denying my interests and relenting to the constraints enforced by marginalised opportunities. After all, what choice did I have?

When the inevitable moment of tertiary study selection arrived, I was a cluster bomb of confusion. With nothing to guide me but a humble university admission guide, which was more reminiscent of a telephone directory than an oracle, I went about compiling a list of careers into which I could see myself entering four years down the track. Months later, after driving myself sick from the stress of exams they’d said would singularly make or break our futures, I was accepted into an education/arts degree. For better or worse, after waiting thirteen years to escape school, I was to become an English teacher.

Despite the way in which I’d seemed to fall into the decision, as the course progressed I grew increasingly excited by the prospect of sharing my love for words and literature with generations of young people. University gave me the impression that my job would be important; that teaching was one of the most gratifying and vital professions into which I could possibly hope to enter. As the four years neared their conclusion I began to buzz; I was about to start changing lives! The optimistic, utopian attitudes of our instructors implied that my own school experience had been an unfortunate exception, and I started believing I could play a part in making things universally better. So it was to my dismay when, after finally graduating, I realised that my original suspicions had been correct; the institution of education was severely lacking. Furthermore, as a new teacher, I would bear the brunt of its short falls from the front line.

I witnessed as our restrictive and poorly executed education system constantly failed countless young people. They arrived at the start of every year, bright eyed and bushy tailed, and within a week their innate fires were collectively extinguished by outdated dogma. Dead weights, they’d wander home after being smacked in the face by the realisation that this year, nothing would change. They would be force fed facts, a portion of which they would be required to regurgitate on an exam paper, and eventually they’d be spat out, none the wiser.

I was struck dumb by the injustice and frustrated by the fact that education, possibly the single most important social service, has been left to stagnate. Truly, there is little wonder that as a people we are becoming increasingly ignorant and lethargic; our world is rapidly changing, yet we are stunting the growth of our younger generations for fear of change. Teaching should be about opening minds, not limiting them. Our current system, founded on an obsession with bureaucracy and restricted by a tradition of control fails on this most fundamental level.

Finally my disdain and discontentment grew to a point that I couldn’t take it any longer. I quit my job and moved far away, believing it had been a bum steer getting involved with education in the first place. That what I should have done all along was something else.

Yet ever since I threw in the towel, a niggling nuisance in the back of my mind has refused to quiet. I dwell on the fact that, despite the system’s bottomless pit falls, the fundamentals of teaching and learning are alive and well. After all, in its basic form education is simply a process of interpersonal relations. Working with young people is wonderful; passing your passion about, watching them weigh the happy shape of it. And despite the bombardment of bureaucratic bullshit there remained rare moments when, against all odds, students managed to reach realisations about themselves and the human condition through our lessons. Witnessing that was truly wicked.

This week I will begin the process of returning to school as a casual teacher. I miss the classroom, but I’m primarily being driven by my compulsive inability to give up. Education needs to be better. And I want to play a part in making this happen. In the long term, that will mean returning to university. For now, if all I can do is be ready with a soothing hand to steady a student whose disconsolation has left them floundering, I’m going to want to be there for that, too.

 

a note of nostalgia and no regrets

Quote

This time last year I’d spent my weekend colour coding timetables, drawing up seating plans and stocking up on stationary. Through necessity and remedy in equal measure, I was keeping myself busy.

Standing expectantly at the door to my classroom, I awaited my new allocation of bright eyed students. Somehow I’d managed to rally myself to a state of quiet optimism, and I couldn’t help but envision the brilliant things that could potentially unfold within our humble space throughout the coming year.

There’s something pretty special about those first few weeks back to school at the beginning of first term; everyone is so hopeful and willing. The atmosphere buzzes with anticipation. Teachers and students alike allow themselves to get lost in that romantic notion of the possibility of the clean slate; something which lasts at least until that first fresh sheet is tainted with the clumsy scrawl of reality. At the beginning of a new year, the past has become a distant misdemeanour, easily forgiven. The kids exhibit an innate thirst for knowledge and discovery, and you’re blessed with a glimpse of what things could be like, were it not for a backward pedalling education system, intent on extinguishing their spark with watery, outdated doctrines.

As always, my hope was to extend those first week feelings at least until midterm. By then I would have to name a new source of motivation. After all, it wasn’t just the kids who grew quickly downhearted by the sheer multitude and rigidity of uninspiring syllabus requirements; I was busy convincing myself it was all worthwhile.

The truth is that this time last year, I’d spent my holidays battling with what had become an almost constant internal dilemma; what am I doing with my life? The prospect of returning to school for yet another tired year had left me feeling helplessly despondent. During that extended break I had considered throwing it all in and moving away. I’d even applied and attended an interview with RMIT University with the intention of commencing my masters in Journalism. I piked at the last minute. It didn’t feel natural to be abandoning four years of training and as many again spent dedicated to a profession. Besides, five weeks had been almost long enough for the truth to lose definition. Vague recollections of the idealistic notions and fanciful fictions that had attracted me to teaching in the first place had ebbed back into my mind, easing my doubts. When the hour eventually arrived to return to school, the past had been purged. Like the students, I’d tricked myself into thinking I wanted to be there.

However by the time the first influx of kids filed in and I began my usual welcoming spiel, the morning’s taste of bureaucracy had already turned my visions sour, and I was secretly consoling myself with the promise that this would be my last year. In 2012 I would get brave and try something different, no matter the cost.

And so here I am. The new chapter has begun and so has my chance at a fresh start. In the spirit of new years, I am eager and hopeful. This time, no amount of red tape will stifle my optimism.

Despite an undercurrent of discontentment, I’m glad I held on at school for that final twelve months. As well as injecting me with courage, the time I spent in classroom 1.11 offered countless memorable moments. One of the many benefits of being a teacher is that you’re privileged to share in the lives of many stunning individuals, occasionally impacting positively upon them. Fortunately it works both ways; a teacher with an open heart and mind learns so much more from their many pupils than they could possibly hope to impart. So thanks, guys; you know who you are.

I’m proud of myself for exhibiting the bravery necessary to quit everything and begin something new, whatever it turns out to be. I think of the new school year commencing and get a bit nostalgic, but the teacher within me, who doubtlessly will never be quieted, suggests I turn to Frost, and I’m somehow encouraged by his words, regardless of the ambiguity of the text therein.

 

Two roads diverged in a wood, and I –

I took the one less travelled by,

and that has made all the difference.