Lay an egg … Lay an egg … Lay an egg …

@davidshrigley had a whole lot more than schools in mind when he created this image, but how better to illustrate how it must feel to be a kid in this country? (For that matter, what it feels like to be a parent, teacher, or school administrator?)

Somehow we let ourselves be convinced that our collective objective is to set more goals and reach them faster so we can get to other, higher better goals sooner. 

We are raising young people to excel in dutifully following instructions to achieve prescribed and rigorously assessed outcomes on predetermined timetables (lay an egg … lay an egg … lay an egg).

Could it be that we instead want to raise young people to be able to cultivate their own continuous health and growth within a changing landscape, assess resources and challenges, bring concrete skills in the world to bear, decide what could or must happen next, and collaborate, if necessary, if possible, to accomplish their objectives effectively?

We can’t really cultivate both kinds of people. Kids either learn to do what they’re told and do it well, and be accountable for being productive all of the time, or they get to practice exercising their own judgment and stumbling over their untied shoelaces.

The more we train children to avoid our known obstacles and the more demands we place on them to be productive by our standards, the less they are able to practice the supremely important art of defining and achieving their own objectives within their own living contexts … AND (and this is a big one) the more cranky they become because their most fundamental need – to exercise and develop autonomy and individual agency – isn’t being met.

Individual agency is an evolving and mutually enriching conspiracy between our aims and our actions. It’s the capacity to enter a situation, assess the environment and decide how to act or what to do, then do whatever needs to be done to accomplish that objective in the given circumstances. Agency both requires and enhances the sense of efficacy.

Every living being strives for greater levels of agency from the moment of conception.

Individual agency 

is an evolving and mutually enriching conspiracy

between our aims and our actions.

Young humans can neither experience nor cultivate agency without genuine enfranchisement in the enterprises of the communities in which they’re expected some day to show up as competent participants. Our responsibility, as adults raising juvenile humans, is to give them increasing entitlement to make significant choices, register positive and negative feedback, manage consequences, and learn to modulate their behavior adaptively. We have to relinquish control of their objectives, directions, and timetables, so that they can log hours piloting their own planes. To the extent that we release them into the world without those crucial hours of supervised piloting, they come into adulthood inept.

When learning communities are obliged to demonstrate efficiency in reaching as many externally-defined milestones as quickly and as competitively as possible, educators must be in perpetual command & control mode to fast-track measurable growth. The No Child Left Behind act crystallized this as the era in which great teachers are recognized for their ability to divert learners past myriad potentially imperfect and unpremeditated interactions to climb the ladders of publicly-sanctioned progress most efficiently.

But the unplanned, confusing, novel interactions are precisely the conditions that call for the exercise of the competencies (judgmentfocused effort,  resourcefulnessreflectivenessaccountability for consequences) that social integration and individual agency are made of.

Suboptimal conditions and unfortunate choices have to be recognized as the occasions for self construction. That can’t happen if all suboptimal conditions are designed out of the education system so we can push them up the ladder faster. Rookie decisions made by novice humans in unexpected situations precipitate reflection and recalibration – two mental processes that help us develop agency. Where do our schools grant space for that?

The adult promoting young people’s agency is not responsible for plotting the optimal course of rapid advancement (Lay an egg. Lay an egg. Lay an egg.), but rather for providing generous space for unplanned, non-linear, potentially chaotic processes that require the individual and collaborative exercise of  the muscles of discernment, judgment, decision, and action.

The customer may want more eggs quicker, but the farmer concerned about the quality of her produce knows she must safeguard untouchable, internal “slow cooking” processes with long, patient nurturing … far in advance of any measurable, ready-to-package outputs.

Likewise, the public may demand that schools provide a continuous record of discrete and comparable, linearly growing demonstrations of acquisition from children, and further mandate these growths curves be achieved on universal and shrinking timelines. If you’ve raised children, this is nuts. Parents and educators who want to foster thriving and adaptive learning cultures must find ways to safeguard children’s internal and hard-to-name processes.

Our children are diminished as able actors in the world every time we press hard to hurry them along the primrose curricular path we’ve cleared and decorated … every time we deny their authority to influence and increasingly self-direct their own interactions with environment and culture and respond freely to naturally-occurring feedback for their choices.

We adults should hold ourselves accountable for honoring their biologically ordained need to be the architects of their own wheel house.

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Illustrations shamelessly screenshotted from the IG oeuvre of the brilliant @davidshrigley
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Egg

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