The Ongoing Academic Dialectic for 7-1 students or How I learned to appreciate gardening.

The German Philosopher G.W.F. Hegel might not have been the first to speak of the dialectic in his philosophy, but he may have demonstrated the most compelling use of it. Hegel argues that historical reality and individual consciousness unfolds through a dialectic, or collision of opposing ideas. The result of this collision is a synthesis where distinct remnants of each seem to be evident, yet giving way to a new collision. The unfolding of the human predicament, Hegel argues, is the revelation of this dialectic. It becomes essential to human growth and social advancement. To understand and embrace it is to validate a portion of who we are as social creatures and individual human beings.

As we approach progress report week and Fall conferences, this metaphor holds special meaning to the experiences of 7-1 students. I can sense that many of them are beginning to understand what the process of the dialectic means. At first, there is a level of comfort or understanding with who they are and what they know. This would be a type of thesis. Then, its countervailing and powerful force, the antithesis, reveals itself another reality juxtaposed to their own notions of self. The antithesis comes in many forms: A challenging in class task, homework that seems relatively easy, but can be deceptively intricate, or a wide ranging and different form of assessment on material thought to be grasped. The struggle now emerges where students seek to bring the synthesis and the antithesis together. From a pedagogical and metacognitive point of reference, it becomes exciting to witness this battle take place. Armies seem to assemble on each side, as the dialectic reveals itself. Students find themselves pulled between equally powerful, and seemingly, incommensurate forces of the good. The dialectic becomes one that can only be endured through intestinal fortitude. Paraphrasing the words and thoughts of Brian Robeson in Hatchet, “tough hope” must emerge. Out of this, though, the synthesis is something new and beautiful. Students create something that has combined both thesis and anti-thesis in a new conception.
As progress reports and conferences approach, I believe that this dialectic is an essential component to the experience of 7-1 students. In the next week, students will be confronted with midterm grades and assessments of their performance. For some, the antithesis will be the need to continue the good work done and progressing at their current pace. For others, the antithesis will be the need to give more and demand more of themselves in order to meet the demands placed on their broad shoulders. How our students/ emerging scholars rise to and endure through this dialectical process will be critical to their growth. I invite them to examine how they will allow the revelation of their own dialectic in better understanding not only the content that is to be placed in front of them, but also of themselves.
I used to detest gardening. I found it pointless and without meaning. Yet, over the summer, in trying to reconceptualize my own teaching and student learning, I began to examine the metaphor of gardening. I discovered that the ideas presented within gardening can have great meaning to both content and cognition. For example, the blooming of the rose can hold so much meaning. When we examine how a rose blooms into its final form, we can see the elements of the dialectic at full play. The difficulty of tilling the soil, creating conditions optimal for growth, continuing nurture and care, as well as providing regular modifications so that development becomes a reality are all evident in both the content of American History and the maturation of our students. More and more, I am beginning to see some of the difficulty experienced evolve into conditions that will allow growth in the roses in our garden. (“Eggshells and Miracle Gro” not withstanding. Extra credit if you can identify the film from which this “recipe” emerges.)
With so much to do and so far to go, our dialectic will reveal wonder. It will allow us to hold moments that represent pure learning. There is much to be harvested here, as the rose bushes grow extremely well in certain conditions, and must endure difficulty at the rise and setting of every day’s sun. As we embark on our assessment of chapter 5, I stress to students/ emerging scholars to remember from where we have come, how far we have gone, and how much more we need to go. As always, if I can be of any further assistance, please do not hesitate to contact me via email, at my home, or by posting a response to this blog. As we approach conference times, my conference times are posted on my website, underneath the links to "Current/ Prospective Assessments/ Assignments."

All best and grow well, you kings and queens of an intellectual garden.
Mr. Kannan