Books that changed my life: How Children Learn / How Children Fail, by John Holt

Years ago, during the first couple years of high school, I had a pretty cool English and Literature teacher, Mr. Youngblood. Being who I was at the time, I didn't particularly care much for English, or Literature, or sitting in a desk to listen to much of anything being taught to me (so goes adolescence). I did, however, care about Mr. Youngblood. Mr. Youngblood was pretty cool.

I guess he thought I was okay, too, because when he was packing up to move (he left for new horizons and opportunities between my sophomore and junior years) he invited me and a couple other kids to his house to get first crack at a bunch of his stuff before he pared it down in a series of yard sales.

Mr. Youngblood pointed me to a stack of albums by Captain Beefheart and the Magic Band - and since that moment there has not been a day gone by that I am not eternally grateful for that gesture. He also had a large and unruly pile of unsorted books, and, being who I was at the time, I didn't particularly care much that they were unruly or unsorted. I dove in.

Turns out a lot of those books in that pile were about education, and it turns out that a lot of them soon made it into my car and eventually into my personal library. Mr. Yougnblood had been schooled in the sixties and early seventies, and a lot of the education books I found had a sort of granola/hippie uselessness to them (I was them, as I am now, essentially a punk rocker at heart, and I distrust mightily all that "peace-love-dope" crap). These were eventually read, considered, and discarded from my own unruly pile. Wheat and chaff, after all.

Despite my skepticism, a handful of the books were worth keeping, and reading, and re-reading. Among these - the top of the unruly pile, certainly - were two books by John Holt: How Children Learn and How Children Fail.

The books are actually collected excerpts from a series of journals Holt kept during the early-to-mid sixties, as he was observing classrooms as part of his own training as an educator. His reflections on what he saw was revelatory to me - both concerning my own difficulties at the time with my schooling, and in years hence as I have worked with students of my own.

A basic thesis of the books can be boiled down to the fact that what a teacher believes is happening in an educational moment, and what the students believe is happening, may be profoundly different - even alien - from each other.

Education, of course, always involves discrepancies of power. Teachers are more powerful than students in that teachers have the power to grade. The difficulty arises in the fact that, in our culture, grading a student's "performance" feels (in many, if not the majority of cases) from the standpoint of the student herself like a summary judgment of her worth and quality as a person. This is not just true of young children; think about adults you might know who hear criticism as attack or disrespect - these responses are similar to how students, young and old alike, feel in such moments. Our culture blends ontology (the state of one's being and worth) with how well one "performs."

Holt argues that the result of this unspoken blending is a situation toxic to learning.

It works like this:

1. the feeling of being judged and found unworthy is uncomfortable, and it is an understandable and shared human trait to want to minimize or eliminate this discomfort as quickly as possible Schools subtly use this discomfort, especially in early education, to keep students "focused on the problem" they are given (as Holt puts it, "We ask children to do for most of a day what few adults are able to do even for an hour" [HCF 198]). Teachers use the unspoken threat of disapproval and rejection to corral young students into "working hard."
2. Instead, students - motivated to minimize or eliminate the discomfort of feeling judged as quickly as possible - redirect nearly all their energy away from the educational moment in favor of working on the real problem, as they perceive it: how to stop feeling, as quickly and decisively as possible, the discomfort of being judged and the threat of being rejected or disapproved of as a person.
3. As a result, what students really learn from these exchanges are simple strategies to end the discomfort quickly. This learning is reinforced, again, and again, so thoroughly that by the time most of us are out of kindergarten they are already fully formed defensive maneuvers.

For some of us, the strategy is to simply learn whatever details will help us answer the questions we are asked so completely that we can always "perform" properly, and thus be praised and rewarded (we all know folks like this growing up. I remember in my class in second grade when one of them I knew got his first "B" - the terror and the tears of the tantrum that followed showed just how much pressure this poor little kid felt he was truly under). Others - perhaps the majority - learn how to "fake it." That is to say, they make a good show of pretending to wrestle with the problem, all the while watching the instructor for subtle, nonverbal clues about what the right answer might be - all amounting, in the end, to a highly theatricalized guessing game. Still others simply quit trying altogether, and just take their lumps, put their heads down on the desk, and tune out (I was one of those).

What is common to the entire spectrum of responses, says Holt, is that whatever the motivation for the student was coming in - curiosity, love of learning, enjoyment of community - it is very quickly replaced by fear.

What is essential to understand - and what is most brilliant in Holt's analysis - is that in every educational moment learning is always taking place. The problem is simply that what is being learned may not what the instructor, or the institution, thinks is being taught.

As a teacher, I may think I am neutrally teaching "a subject" like Algebra or Theology. Some of my students may have come there out of an actual interest in the subject. Many others are simply there because they were told they had to be there (and this is as true in college and seminary classes as it was in grade school). The subject is complex; I give what I think is an adequate and sufficient explanation - some of the students' brows furrow, and I glower at them. "I explained it once already, people - aren't you smart enough to get it...?"

The problem, of course, might not be in my students. The problem might (and often is) in the way I have structured the course, or my examples, or communicated my thoughts. But here we are in a situation where I have the power to make my judgement that some of them are stupid (not me) a matter of permanent and semi-public record. It is a lot easier (and advantageous, in the short run) to perpetuate the illusion that my teaching and reflection on teaching is up to snuff, and it must just be that some folks are too stupid to get it. They simply failed to learn.

But Holt makes this a much more complex interchange. The students are aware, as I am, of this power dynamic at every moment. The difference is that the students are often much smarter about how this dynamic can be used to their advantage. Many of them, from the very first moment of class, are undeniably learning: they are learning to fool me. Most of them will be able to make me think they have learned something, despite the confusing and mis-thought manner in which I have presented the information. I will, unconsciously, communicate enough of my likes and dislikes that students will feed me exactly what they, very perceprively, have learned that I want. In that case, the subject of the class is no longer "Algebra" or "Theology," but rather "David's [or fill in any other instructor's name's] ego." I know, when I was a student, I sometimes got a decent grade in classes exactly this way - I imagine some of you have, too. It took a lot of study and critical thiking to get that grade - but not study of "Algebra" or "Theology." As Holt puts it, "[Students] in the right-wrong situation will naturally grasp at every available clue. We teachers have to learn to present [our educational tasks for the students in such a way that] irrelevant clues will not so often lead to correct performance" [HCF 183].

Other students, by contrast, develop elaborate strategies to outwit the educational expectations entirely. This may be for a variety of reasons. For some students, the instructor presents the material in a manner that is fundamentaly disrespectful or demeaning to the student's background or culture. The strategies developed in such a situation are no less elaborate, but they are much less pleasing to the instructor's ego. If you have been a teacher and ever wondered why certain students, who seem to be so alive and intelligent outside the classroom, suddenly become to dull and unresponsive when they sit down in the chair, it is likely that this is a strategy. By "playing dumb," the student allows herself the means to "preserve a small part of their integrity in a hopeless situation" [HCF 195]. As Holt goes on to say:

Subject peoples both appease their rulers and satisfy their desire for some human dignity by putting on a mask, by acting much more stupid and incompetent that they really are, by denying their rulers the full use of their intelligence and ability, by declaring their minds and spirits free of their enslaved bodies [HCF 195].

I think both Holt and I are pessimistic when it comes to the institutions of education currently in place in our society. Far too many of our classrooms reflect the unspoken dynamics of power mentioned in the quotation above. What I learned from these two books, however, is that I could work to be a better teacher than some that I had (and don't get me wrong - I have had some excellent teachers, and I'm not just saying that on account of the Captain Beefheart albums), and that it might be possible in some moments for actual, real and good learning to take place.

If you are an educator (like me), Holt will give you some concrete lessons in learning to listen to what is not being said (though it is very loud and apparent, once one has ears to hear) in your classroom. If you are a former student who has difficulty remembering multiplication tables and long division (like me), his books may help you unearth what went awry in your own learning all those years ago.

What I think you will most gain from Holt's books, though, is the hope and possibility that (whether student or teacher), even at this late hour, we still might learn something new and useful, together.