The third and final chapter of the “Moral Foundation of Education” portion of Gustafson’s book echoes a now familiar, but slightly varied version of his definition. “The moral foundation of education is built upon relationships and learning that lasts.” Relationships. The silver bullet of education. I have yet to find an educator who doesn’t give the importance of relationships as the answer to nearly any problem. While it seems like a simple answer, at its core, relationship building is an unending task as we work to build a trust and understanding with each and every student and staff member and community member, and is daunting, to say the least. Gustafson points out that “the most gifted educators connect in a manner that’s meaningful to the other person.” You must connect with people over something that is important to them, not you, which requires an investment of time that may be easy to dismiss. However its benefits will pay off tenfold in the common culture and community that embrace each other before embarking on new learning endeavors.
While many educators do see relationships as the answer to most educational questions, Dr. Gustafson reminds us of two things. One, that we must be intentional about investing in those relationships, and two, that relationships cannot be the answer without relevance. He states, “I don’t think it’s a coincidence the same teachers who build deeper relationships with students are also able to make the learning process meaningful to individual learners. They are gifted noticers who prioritize listening, asking open-ended questions, and learning about students’ interests outside of school. These teachers understand the importance of who. This helps them ensure their approach is always relevant.” Staying relevant means that we must let go of “this is the way it has always been done” from time to time (or more often than that) and give ourselves the freedom to let go of old routines, push boundaries, and think outside the box about the ways to best interact with out students. Again, as whole learners. As Dr. Gustafson shares, “We need to enter into our students’ world, wherever they might be, and seek to understand who we can become to serve them better.” This is our moral obligation to the youth we serve.
While many educators do see relationships as the answer to most educational questions, Dr. Gustafson reminds us of two things. One, that we must be intentional about investing in those relationships, and two, that relationships cannot be the answer without relevance. He states, “I don’t think it’s a coincidence the same teachers who build deeper relationships with students are also able to make the learning process meaningful to individual learners. They are gifted noticers who prioritize listening, asking open-ended questions, and learning about students’ interests outside of school. These teachers understand the importance of who. This helps them ensure their approach is always relevant.” Staying relevant means that we must let go of “this is the way it has always been done” from time to time (or more often than that) and give ourselves the freedom to let go of old routines, push boundaries, and think outside the box about the ways to best interact with out students. Again, as whole learners. As Dr. Gustafson shares, “We need to enter into our students’ world, wherever they might be, and seek to understand who we can become to serve them better.” This is our moral obligation to the youth we serve.
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