ACCEPTANCE, NOTICE, QUESTION

Back to this student, whom I’ll call Jane, who got me to thinking about “suffering,” “experience” and “reflection.”  Jane said something profound without really knowing it until I told her.  She said, “When I felt you noticed me, you dared me.  You dared me to notice myself and not just accept who I thought I was.  You dared me to ask the questions ‘who does he see,’ ‘who should I see,’ and ‘who am I?  I still do to this day almost everyday to be what you called a ‘human becoming.’  And, dammit your words from Yoda echo within me so deep I can’t get rid of them.  I don’t want to.  It helps me to deal with whatever comes my way.”

She was talking of two quotes of Yoda to Luke that I wrote for brief five minute discussion on the whiteboard as “Words For The Day”:  “Do or Do not.  There is no try.”  “Luke:  ‘I can’t believe it.’ Yoda:  ‘That is why you fail.'”

Acceptance.  Notice.  Question.  This trilogy, in a very intense way, is both the problem of and answer to transformation.  Let’s take acceptance.  Acceptance is a barricade.  It is a kind of sleepwalking zombie-ness. It’s being complacent about yourself.  It’s a conforming acquiescence.  It is a kind of resistance, a sort of fear, an unwillingness to open oneself up to a reality other than the one you have become accustomed.  Sure, acceptance is friendly, feels comfortable, is comforting, is known, is safe and secure.  But, it is also blinding and unthinking and numbing.

Now notice.  Notice stirs the waters.  It throws light on the dark corner.  It is a dare no longer to be apathetic to yourself by being seen and by seeing.  It is a dare to no longer go unnoticed.  It is the dare to see your own beauty, your own sacredness, your own nobility, your own uniqueness.  It is a dare to sense the possibility of change, of learning how to ask the same question to both yourself and others:  “who does he see?”  “who are you?”

And, now the question.  Question, particularly “who are you pilgrim,” is a form of awakening from a sleep.  It initiates the naming of your halting fear.  It is the road to belief, faith, hope, and love.  It’s that question, or any question, that shatters stagnation and gets things moving.  It’s the question that raises desire.  It’s the question that is the sound to challenge the silence of acceptance.  It’s the question that shatters security created by acceptance.  It’s the question that creates alertness, awareness, attentiveness.  It’s the question that  throws down the mindful gauntlet to mindlessness.  It’s the question that creates uniqueness.  It’s the question that challenges an acquiescent consensus of acceptance.  It’s the question that arouses a life deadened by acceptance. It’s essence is seeing, thinking, and sharpening.

Without the question, that rising of desire, that self-awareness of how things might become, nothing changes, barriers aren’t broken, and nothing transforms.  As Jane discovered, it converts a static “human being” into a pilgriming “human becoming.”  It unties the halting “not” in your “cannot,” and kicks you in your dynamic “can.”  Those reflective questions Jane is constantly asking, as we all should, are a dawning of self-knowledge, self-development, self-arousal, self-inspiration and self-awareness that breaks through the night of acceptance.  It carries her into new worlds and thereby expands her world.

That is what an education should be all about.

Louis

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About Louis Schmier

LOUIS SCHMIER “Every student should have a person who wants to help him or her help himself or herself become the person he or she is capable of becoming, and I’ll be damned if I am ever going to let one human being fall through the cracks in my classes without a fight.” How about a snapshot of myself. But, what shall I tell you about me? Something personal? Something philosophical? Something pedagogical? Something scholarly? Nah, I'll dispense with that resume stuff. Since I believe everything we do starts from who we are inside, what we believe, what we perceive, and what we do is an extension of ourselves, how about if I first say some things about myself. Then, maybe, I can ease into other things. My name is Louis Schmier. The first name rhymes with phooey, the last with beer. I am a 76 year old - in body, but not in mind or spirit - born and bred New Yorker who came south in 1963. I met by angelic bride, Susie, on a reluctant blind date at Chapel Hill. We've been married now going on 51 years. We have two marvelous sons. One is a VP at Samsung in San Francisco. The other is an artist with food and is an executive chef at a restaurant in Nashville, Tn. And, they have given us three grandmunchkins upon whom we dote a bit. I power walk 7 miles every other early morning. That’s my essential meditative “Just to …” time. On the other days, I exercise with weights to keep my upper body in shape. I am an avid gardener. I love to cook on my wok. Loving to work with my hands as well as with my heart and mind, I built a three room master complex addition to the house. And, I am a “fixer-upper” who allows very few repairmen to step across the threshold. Oh, by the way, I received my A.B. from then Adelphi College, my M.A. from St. John's University, and my Ph.D. from the University of North Carolina at Chapel Hill. I have been teaching at Valdosta State University in Georgia since 1967. Having retired reluctantly in December, 2012, I currently hold the rank of Professor of History, Emeritus. I prefer the title, “Teacher”. Twenty-five years ago, I had what I consider an “epiphany”. It changed my understanding of myself. I stopped professoring and gave up scholarly research and publication to devote all my time and energy to student. My teaching has taken on the character of a mission. It is a journey that has taken me from seeing only myself to a commitment to vision larger than myself and my self-interest. I now believe that being an educator means I am in the “people business”. I now believe that the most essential element in education is caring about people. Education without caring, without a real human connection, is as viable as a person with a brain but without a heart. So, when I am asked what I teach, I answer unhesitatingly, “I teach students”. I am now more concerned with the students’ learning than my teaching, more concerned with the students as human beings than with the subject. I am more concerned with reaching for students than reaching the height of professional reputation. I believe the heart of education is to educate the heart. The purpose of teaching is to instill in all students genuine, loving, lifelong eagerness to learn and foster a life of continual growth and development. It should encourage and assist students in developing the basic values needed for learning and living: self-discipline, self-confidence, self-worth, integrity, honesty, commitment, perseverance, responsibility, pursuit of excellence, emotional courage, creativity, imagination, humility, and compassion for others. In April, 1993, I began to share ME on the internet: my personal and professional rites of passage, my beliefs about the nature and purpose of an education, a commemoration of student learning and achievement, my successful and not so successful experiences, a proclamation of faith in students, and a celebration of teaching. These electronic sharings are called “Random Thoughts”. There are now over 1000 of them floating out there in cyberspace. The first 185, which chronicles the beginnings of my journey, have been published as collections in three volumes, RANDOM THOUGHTS: THE HUMANITY OF TEACHING, RANDOM THOUGHTS, II: TEACHING FROM THE HEART, RANDOM THOUGHTS, III: TEACHING WITH LOVE, and RANDOM THOUGHTS, IV: THE PASSION OF TEACHING. The chronicle of my continued journey is available in an Ebook on Amazon's Kindle in a volume I call FAITH, HOPE, LOVE: THE SPIRIT OF TEACHING. There a few more untitled volumes in the works..

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