Walkabout as Pedagogy

Growing up on the beaches of Southern California, I always wondered how far one could walk from pier to pier to pier. This summer, I embarked on a 2-day mini walkabout from the Seal Beach Pier to the Newport Beach Pier with an overnight stay in Huntington Beach. I used this time to reflect on my life, pray, memorize scripture, and just unplug from the stress of the season.

The term "walkabout" comes from the Aboriginal Australian practice of a multi-day walk alone in the wilderness to search for meaning and calling, especially in transitional periods of life. Today, the term "walkabout" is used to refer to anything from a stroll around the block to clear your head to a month long pilgrimage to a sacred site for enlightenment, but the main objective is the same ... walk and reflect.

Educators know that movement and reflection both help learning, and there are many movement pedagogies, but can a walkabout be a pedagogy?

Movement 

According to embodied cognition research, thinking is enhanced when the body is moving. Students need to move rather than just "sit and get" lectures and sitting in front of screens. Our brains and our bodies are connected, and movement activates thinking.  Additionally, a 2022 meta-analysis demonstrated that physical activity increases creativity along with executive processing, memory, and attention. Movement, specifically walking, was found to increase creativity by 60%, and this study used a treadmill staring at a blank wall to control all factors. Walking itself, not walking outside in nature or along the beach, but walking by itself (staring at a blank wall) increases creativity. 

A walkabout is constant movement which activates thinking and increases creativity.

Reflection

A key element in a walkabout is self-reflection. In fact, besides walking, it is the primary activity of a walkabout. Like movement, reflection is also an important part of learning. As John Dewey stated, "We do not learn from experiences ... we learn from reflecting on experiences." Quite simply, reflection helps move information from short-term memory into long-term memory, and that is meaningful learning. However, reflection also improves problem-solving, critical thinking, engagement, empathy and understanding. 

Walkabout as Pedagogy

Obviously, students cannot embark on a multi-day walkabout during the school day or within a class period, but there are principles of the walkabout that can utilize walking and reflecting.  Your school environment, student trust level, and age of student will dictate where students will walk, but hopefully, you have a path that students can easily walk and the teacher can easily monitor. Try a few of these ideas ...

1) Essential Questions -- each course has essential questions, but rarely are they discussed outside of the syllabus. Hand each student an essential question and give them a 5 minute walk to come up with a 1 minute answer.

2) Walk and Talk -- pair students and give them a set of review questions to talk through before a test; when they return, mix up the groups and questions for another round. For foreign language classes, this could involve having a conversation in the language being learned.

3) Memorization and Recitation -- give students a 5 minute walk to memorize a Bible verse, poem, lines in a play or a speech with the goal of recitation when the time is up.

4) Sensory Walks and Journaling -- encourage students to walk in silence to heightened their senses; pause to journal what they saw (visual), felt (tactile), heard (auditory), and smelt (olfactory).

5) Self-Regulation -- if students are feeling overwhelmed, stressed over a test, upset about a social interaction, send them on a self-regulatory walkabout with a list of appropriate questions for the context. Practicing deep breathing (e.g. 4 square breathing) and wellness techniques will help them regulate. 

6) Check-ins -- typically paired with one of the other walking pedagogies, a teacher walks for a time with an individual student, quizzing him/her on materials and being available to answer questions one on one; the teacher rotates through all the students. 

7) Scavenger Hunt -- students walk a pre-determined route and find items or complete problems that have been placed there by the teacher. Depending on the age and maturity level, the scavenger hunt can be observational or critical thinking challenges (e.g. riddles).

Of course any pedagogy that gets your students walking and reflecting will work. As this pedagogy grows, more resources will be available.  One program is the "Walking Classroom," and it provides ideas and resources.

I hope the teachers reading this blog, also, can walk and reflect about their teaching as they consider ways to encourage your students to take a walkabout. 

Resources

• Mann KV. Reflection's role in learning: increasing engagement and deepening participation. Perspect Med Educ. 2016 Oct;5(5):259-61. doi: 10.1007/s40037-016-0296-y. PMID: 27638389; PMCID: PMC5035282.
• Mualem R, Leisman G, et. al. The Effect of Movement on Cognitive Performance. Front Public Health. 2018 Apr 20;6:100. doi: 10.3389/fpubh.2018.00100. PMID: 29732367; PMCID: PMC5919946.
• Oppezzo M, Schwartz DL. Give your ideas some legs: the positive effect of walking on creative thinking. J Exp Psychol Learn Mem Cogn. 2014 Jul;40(4):1142-52. doi: 10.1037/a0036577. Epub 2014 Apr 21. PMID: 24749966.
• Rominger, C., Schneider, M., Fink, A. et al. Acute and Chronic Physical Activity Increases Creative Ideation Performance: A Systematic Review and Multilevel Meta-analysis. Sports Med - Open 8, 62 (2022). https://doi.org/10.1186/s40798-022-00444-9
• Taylor, K.H. (August 26, 2021). "Why students learn better when they move their bodies... instead of sitting still at their desks." The Conversation/Education.  Available:  https://theconversation.com/why-students-learn-better-when-they-move-their-bodies-instead-of-sitting-still-at-their-desks-165717

Seen and Heard

One expression used by parents and teachers in previous generations is "children should be seen but not heard." Unfortunately, if this phrase is actually said, the implication is that the parent or teacher doesn't really want to see or hear the child. While not a phrase heard much in public anymore, in practice, it manifests itself today in classrooms and homes in unspoken ways, e.g., a parent who uses devices to silence children on road trips (and flights) and a teacher who talks for the majority of the class time. 

Quiet reflection and careful listening are important skills for children to learn, especially today, but as educators (and parents) working with children of God made in the image of God, we need to ensure that each one is seen and heard every day. 

One expression that I have used in educational leadership is "every student every day," a mantra to remind teachers to connect with each student on a daily basis. Master teachers do this intentionally and skillfully; truly a beautiful thing to observe as an administrator. For middle and high school teachers who have 6 classes a day with 20+ students each, this can be more challenging than elementary teachers, but I've observed it done well (and poorly) at all levels. 

I See You

A powerful expression used today to show appreciation, attention, empathy, and understanding is "I see you."  Educators can demonstrate this expression in verbal and non-verbal ways by literally speaking the words (or similar ones) and by a smile, nod, side hug, or fist bump. Take the time to communicate that you see every student every day.

Public recognition (in front of class) is a great way to encourage further positive behaviors or communicate that you value each one, e.g. "Jack, I appreciated how you held the door for your classmates today" or greeting each student by name (and with a smile) at morning check-in to say, "I'm glad you are here." Additionally, quietly catching a student in the hall to thank her for contributing to classroom discussions or writing a note of affirmation on a test can make a student's day. I still remember a professor from college who wrote a thank you note on a test to show his appreciation for my good effort and hard work. It meant a lot to be seen, and it inspired me to put in greater work in the future. 

"Heard"

One of my summer binge shows was "The Bear," an intense show about the kitchen operations in a Chicago restaurant. Although I don't endorse the language used in much of that show (if you know, you know), I was impressed by their shorthand communication style. Due to the speed of operations, when the chef gives a command, the kitchen workers, yell "Yes Chef!" Another word that was used by the listener, especially in deep interpersonal communication, was "heard." That one word represented so much depth ... I hear you, I understand what you are saying, I feel the emotion behind your statement, I was truly listening to you. While this is a casual, succinct response, sometimes that is all that is needed to communicate powerfully. In our technological age, we struggle with face to face interpersonal communication and conversations often happen with both parties glancing down at phone notifications. How affirming for all individuals, made in God's image, to know that they were truly heard.

As a teacher, there are many ways to express to your students that you hear them. Again, this can be done both verbally and non-verbally. However, it does take slowing down ... don't move on to the next point, if a student provided insight with a comment. Stop, recognize what was said, show appreciation and encourage others to contribute likewise. But you don't have to say anything; in fact, a pause after a student comment to show that you truly are considering what was said is a powerful way to demonstrate that they have been heard. 

Listening well, truly hearing students, must be modeled well by the teacher, but you can also develop discussion protocols that will help students say "heard" to each other. One discussion technique that I used as a teacher was to require students to start every comment with the words, "I agree with ... " (or I disagree with). This forced students to listen to their classmates (and the teacher) before making a comment. It took some practice, but it enriched every classroom discussion, and unexpectedly, it caused more students to participate. I believe it increased both the depth and breadth of classroom discussions because students knew that others were listening, truly listening. Heard!  Students (and all of us) want to be heard.

As Christian educators, we glorify God by seeing and hearing each child made in His image and placed in our care.  Of course, this seen and heard principle applies to spouses, neighbors, friends, also.

Heard?

A Mentoring Mindset

We don't mentor well in the American workplace. In fact, on the career ladder, most would rather step on the hand of someone on a lower rung rather than reach down to pull that person up. We also don't want to be mentored as that can be perceived as an admission of incompetence. Our hesitance to embrace mentoring is fueled by competition, selfishness, and insecurity stemming from our human nature; however, mentoring can lead to flourishing for both the mentor and mentee.

This quote has rattled around in my brain for a few years: "Do not live without a mentor; do not die without a disciple." (sorry, I can't remember who said it or where I read it). This quote alludes to the rich life that mentoring can bring. Those who have "lived with a mentor" understand the true blessing that this relationship can be professionally and personally. A true mentor sacrifices his/her time to help you flourish, speaking wisdom with love. 

In many ways, speaking wisdom into someone's life is part of the vocational process. In fact, the term "vocation" (Latin root vocare meaning "to call") demands an outside speaker calling a person into a professional or personal role. In our post-modern world of listening only to our inner voice, we've lost the vital element of wise mentors.

Unfortunately, today, too few of us have experienced deep and rich mentoring. Sadly, this is a two-sided problem with the older generations not wanting to mentor and the younger generations not wanting to be mentored (I'll let the generations debate which is more of the problem). 

Generationally, we are in an interesting position. The Boomer Generation is the "live to work" generation, finding their life purpose in their work; therefore, they do not want to retire. Gen Xers are a "work to live" generation, wanting to retire as soon as possible. Ironically, we now have two generations retiring at the same time. I bet you know of a father (typically a business / company leader) who is retiring around age 80, which is the same time as his children are also considering retiring (age 60). Boomer politicians and professors are also good examples of this ... they don't want to retire, leaving little room for Gen Xers to step into those roles! Let me propose a better way.

The Boomer Generation would be perfect mentors for Millennials (if they both have a mentoring mindset).

Effective mentoring takes a mindset shift from both the mentor and the mentee. Mentors need to sacrifice their time to listen well, ask good questions, and (in the end ... not the beginning) give advice. They also must understand the importance of "failing forward," i.e., personal growth through mistakes made. Those being mentored must enter the relationship with humility and a vulnerability to share their doubts, questions, mistakes and concerns. This also takes a willingness to spend time with those who have walked the path ahead of them, valuing their experience and insight.

Schools should lead the way.

Educators fully understand mentoring, as teaching/learning involves mentoring students, but this doesn't always translate to colleagues. In fact, a "silo" mentality is more often found in schools than a mentoring mindset. 

College education programs are excellent examples with a variety of internships or student teaching opportunities, where the student gets mentored by both education professors and master teachers. Unfortunately, that model doesn't continue. New teachers are often left to sink or swim in the deep end once they accept their first teaching job (this is probably worse for new administrators). A strong mentoring program can provide the floatation devices needed for them to flourish swimmingly. 

The urgency for schools is real. Higher burn-out rates coupled with the reduction of college students pursuing teaching as a career have left schools scrambling to find exceptional teachers and educational leaders. Robust mentoring programs can be used to recruit new (even non-certified) educators, prevent burnout, and encourage retention.

Alternate Pathways

With the job market stagnating (especially in STEM fields), more college graduates may be interested in teaching if there is a pathway and support in place. Most schools have new teacher programs, but often the pace of the day prevents full-time teachers and administrators from having the time to mentor well.

However, retired teachers could be excellent mentors. By some estimates, we have over 2 million retired teachers; if given a structured program, these retired teachers could mentor 2-3 new teachers, providing purpose for the retired educator and encouragement for the new teacher. Learning on the job is already happening in many schools due to teacher shortages, so providing structure around this reality is needed.

Recognizing the teacher shortage, many states are also providing alternative paths to teaching credentials for college graduates and individuals seeking a second career. 

Therefore, if schools have a strong mentoring program, they could begin to address the teacher and administrator shortages that our nation is facing. It would be a worthwhile investment!

More importantly, schools can lead the way to a mentoring mindset shift in other industries that will both honor the experience of the older generation and provide the wisdom needed for the younger generation. 

Measure the Mission Statement

As we come to the close of another academic year, high school seniors are taking AP and course exams, completing capstone projects, and defending final theses, but let me challenge schools to also assess graduates on the mission statement.

In many ways, the measure of a school is found in their graduates AND how closely the graduates embody the mission statement of the school. Mission statements, especially at Christian schools, are often aspirational (e.g. "change the world for Christ") and are rarely assessed. I love aspirational mission statements and am not arguing to lower the bar, but rather to assess the mission statement. How do you do that?

Here are portions of a few mission statements from Christian schools I have been a part of ...

• Students will be "firmly grounded in biblical truth, thoroughly educated in the Liberal Arts, and fully engaged in their churches, communities, and the world for the glory of God and service to humanity."
• Students will be "inspired and equipped ... to engage the world with Christ's transforming power and love."
• Students will receive a "biblically-based, quality education that nurtures the children ... to grow in God-centered discipleship, equipped with vision, understanding, discernment, and service in order to renew all relationships and culture to be under the authority of Jesus Christ."
• Students will be provided "an excellent education for a life of Christ-centered service."

How do you assess any of these? The challenge is real, but is it "mission impossible"?

Some schools have adopted the "portrait of a graduate," flowing from the mission statement and attempting to provide specific characteristics to flesh it out. When a school adopts and, more importantly, embraces the portrait of a graduate, it is moving in the right direction. Schools typically adopt around five characteristics as overall goals or student outcomes, characteristics that should shine from every graduate of their school. One model from Teaching for Transformation (TfT) calls these characteristics "throughlines" and examples below come from the TfT website (linked above).

1. God Worshiper
2. Idolatry Discerner
3. Creation Enjoyer
4. Beauty Creator
5. Order Discoverer
6. Justice Seeker
7. Servant Worker
8. Earth Keeper
9. Community Builder
10. Image Reflector

Adopting these characteristics (whether they are called a portrait of a graduate, expected student outcomes, or throughlines) prepare a school to be able to measure their mission statement, but do they? Imagine a school that takes this seriously and refuses to graduate any student who does not receive passing marks from their teachers on each characteristic. Now, that would turn some heads: Sally did not pass her "God worshiper" assessment, so she has to repeat 12th grade or Bobby needs to do summer school because he just does not "enjoy creation" at an acceptable level. While this may seem ridiculous, what is actually ridiculous, especially for Christian schools, is when the final assessments have nothing to do with measuring the mission statement. Unfortunately, even schools that have final capstone projects in which students dedicate months researching, writing, presenting, and defending are rarely aligned to assess the mission statement. 

I don't think this is "mission impossible." 

I am confident that dedicated teachers and administrators, who believe deeply in the mission statement, will find a way to measure their mission statement. I am a firm believer in just asking students what you want to find out ... how has your education helped you embody our mission statement? That question alone would yield insightful answers to celebrate or lament. 

Let me end this with a practical suggestion to start assessing the mission statement.

To boil it down, most mission statements are concerned with what students believe and how they live out those beliefs. 

Require all seniors to create two final projects (essay, presentation, podcast, video, etc) that represent their learning, one aligned with their beliefs and another aligned with their actions.

Part I: This I Believe -- reflecting on our school's mission statement, create a 500 word essay or 5 minute podcast that describes 2-3 of your core beliefs. Be prepared to defend your essay.

• This is modeled after the "This I Believe" NPR podcast series or collection of essays.

Part II: How Should I Then Live -- reflecting on our school's mission statement and your own core beliefs, create a 500 word essay or 5 minute podcast that describes how your beliefs inform how you live. Be prepared to defend your essay.

• This is modeled after Francis Shaeffer's book, How Should We Then Live (1976).

A few thoughts on this final project idea ...

• Provide the school's mission statement for reflection; this, hopefully, is not the first time the students have seen it. If you want to measure the mission statement, providing it will likely focus the responses. Of course, substitute portrait of a graduate or throughlines as appropriate.
• 500 words or 5 minutes? Help to recapture the lost art of the short essay. As Twain quipped, "I didn't have time to write a short letter, so I wrote a long one instead." It is really challenging to write (or speak) on important things with a limited amount of words, but in my opinion, we really need to encourage this today (btw, a skill lost to most podcasters :).
• Defending their essay? This is another lost art in most schools, but high school graduates should be prepared to defend their argument in front of a panel of teachers or even classmates. Again, it should not be the first time they are asked to do this.
• Dedicate time to this. Most high school seniors have academic time at the end of the year (post AP exams or not full schedules), and we spend time on what we truly value. 

Hopefully, this one idea will help inspire you to create something that fits with your school. 

Take a step towards measuring the mission statement this year. You may likely be both encouraged and discouraged by the results, but as all modes of assessment should, it will put you on a path to improvement.

Mechanical Arts: A New Old Way

When we consider schooling, at any level, we often default to thinking about cognitive growth, making students smarter. Consequentially, the success of schools, over the past forty years, has been measured with test scores. If students are smarter (as indicated on standardized tests of math and reading), then schools are successful. True, standardized testing is a relatively easy, common assessment, but it represents a tragically limited view of education. 

While imparting knowledge will always be a part of education, a broader view is needed to educate the whole child. Wholistic education focuses on much more than the traditional school subjects or even the seven liberal arts. The Hebraic model of education, found in the Old Testament, was a wholistic life  education that trained up a child in the way he/she should go (Proverbs 22:6). While the Greeks focused more on the intellect than the Hebrews, they did promote "paideia" emphasizing wisdom and character.  As Comenius, the father of modern education and a Christian educator, stated in The Great Didactic (1657), education should teach "all things to all people." 

For years, schools have taught "life" on the periphery, often as electives, or for students who were not "smart." Programs such as industrial arts, shop class, career and technical education (CTE), home economics, life skills, career academies ... I even took a class called "cooking for guys." Thanks to the Greystone Institute, I have recently discovered The Mechanical Arts, an old concept from the 12th Century that identified seven "life skills" (textiles, weaponry, agriculture, commerce, hunting, medicine, and theatrics). During the middle ages, these mechanical arts were viewed as common or vulgar, below the status of an educated person, and that perspective, unfortunately, has continued today with the educated professional looking down on the "dumb" day-laborers.

Times are changing. College is not the path for everyone, AI-proof trades are being seen as more valuable, "homesteading" is becoming more popular, and "life skills" are again viewed as essential skills. Recognizing that a fully educated person is more than intellectual knowledge, the seven mechanical arts complements the seven liberal arts well. It truly is a great addition to those schools who value the liberal arts and measure their success in ways beyond test scores.

What I love about the Mechanical Arts is that they are anchored to the historic Liberal Arts and to Christianity, valuing these as a beautiful way for students to bear God's image. Additionally, these mechanical arts demonstrate God's "every square inch" sovereignty ... and there are way more than seven of them. Each school's mechanical arts program can look a little different based on the interest of students, their community, and knowledge/experience of the teachers/parents. 

Here are a few mechanical arts programs to consider adding to your liberal arts curriculum.

1. Entrepreneurship/Business -- Students need to think with an entrepreneurial mindset, learn basic business concepts, and ethical business practices. An intro to business class can cover these things, and many schools have student-run businesses for students to apply what they've learned. 
2. Agricultural -- Obviously rural schools with vibrant 4H programs are doing this already, but urban and suburban schools should look for ways to teach these skills. As homesteading, urban farming, and sustainable living are becoming more popular, schools should have greenhouses and rooftop gardens for students to learn about small-scale agriculture.
3. Culinary Arts -- Learning to cook and bake is an essential skill that will serve students for their entire life. Many schools have students helping prepare meals and serve lunch, but adding a food safety course certification and additional culinary skills will prepare them for the home and even the workplace. 
4. Medical Training -- Providing students with medical knowledge and skills, of course, will benefit students for their life. Partnering with local medical educational trainers to provide  certifications (CPR/First Aid, LVN, etc) may help students gain employment or acceptance to further training in medical careers. 
5. 
   Home Improvement / Remodeling -- The DIY home improvement industry is booming. I'm sure that local contractors or businesses would love to teach students basic skills of painting, home repair, simple electrical or plumbing, drywall, and flooring. In addition to giving back, construction companies are looking for future employees and many will have apprenticeships available.
6. Hunting/Fishing -- Depending on the community, some schools may offer hunter safety and licensing courses or teaching students to fly fish (and tie flies). These courses, if designed well, can teach environmental science and conservation from a Christian perspective.
7. Car Care -- Providing students with basic auto mechanics, preventive maintenance, and car care is an important life skill. To be honest, I feel the dumbest when an auto mechanic explains what is wrong with my car. This knowledge will save them a ton of money in the future, but it also provides an opportunity to serve their neighbor, e.g., helping to change a tire, jump a dead car battery.  

These are seven important mechanical arts that come to mind, but the topics are truly unlimited ... as broad as life itself.

To move these programs from the periphery into the core will take administrators and teachers flexible enough to build a schedule and give up instructional time. Mechanical Arts is also something that schools can move slowly to adopt ... start a student-run business that sells food at breaks and games, offer a CPR/First Aid certification course after school, set aside one Friday afternoon a month for MA (mechanical arts) enrichment courses, etc. You will see students come alive as they learn about life.

Schools need to be more than "college prep" today and adding a mechanical arts program may provide an innovative and unique program that will increase enrollment, boost student engagement, and enhance parent/community involvement. More importantly, it will align with whole child education and a school that values more than just test scores.

Teaching Students to Know Goodness (and Be Good)

Truth, Beauty, and Goodness are three essential elements, first emphasized by Plato, for a virtuous life and a flourishing society. The first two articles in this series focus on Truth and Beauty in schools; however, Goodness in schools is more challenging as it incorporates teaching students to know goodness and to be good. 

Knowing What is Good

The academic disciplines that examine the essence of goodness are theology and ethics. Clearly, schools, colleges, and universities that are not religious do not teach theology, and ethics is rarely taught at any school. Unfortunately, most students are not formally taught what is good (at least at school). That is troubling in itself. This is why teaching goodness is going to be more challenging than teaching truth and beauty; it will involve incorporating new lessons, units, courses into the curriculum. 

If we are to teach students to know goodness, we must start with a rigorous study of theology and ethics.

Christian schools have the advantage in teaching students to know what is good. as most have Bible classes, along with classes taught from a biblical perspective. However, not all teachers in Christian schools believe that the Bible is the ultimate standard for goodness or have the training to know how to teach from a biblical perspective. Christian school leaders must hire well and provide ongoing professional development in both Bible knowledge and subject/grade specific pedagogy from a Christian perspective. Keeping this as an institutional priority is key to teaching students what is good.

Ethics or moral philosophy should also be taught, with age-appropriate curricula, so students understand how to view everything from an ethical framework. Thankfully, ethics curriculum is being developed as whole courses and as lessons inserted into units, so students can learn how to evaluate and make good decisions, including topics such as ... 

• Utilitarian and deontological ethics, ethical dilemmas, and fallacies
• Ethical decisions, values-based decisions, just cause, and moral choices 
• Personal ethics, professional workplace ethics, and public ethics

Each of these instructional topics will help to develop critical thinking, analysis, and debate skills essential in our world today.  And ... those are sure needed today. 

Living in a break-neck, technological age, the primary question is not, can we do something? (we can) but rather, should we do it? or Is it good to do something? These are their own set of modern ethical questions ... should we clone animals/people? should we use AI to write our papers for us? should we have relationships with humanoids? should we freeze embryos? should we genetically alter pre-born babies? 

Everyday brings a new set of these ethical questions. Answers to these questions take biblical and ethical wisdom, and humanity is (currently) woefully under-trained in these areas. I do believe that educators (especially Christian educators) have an amazing opportunity to fill this gap by teaching goodness.

Knowing goodness should lead to being good, and schools should help develop that, too.

Being Good

I spent 8 years as a dean of students at the college level and 13 years as a high school principal; both of these roles involved establishing a set of rules and then enforcing those rules. Because of these roles in educational leadership, I've spent over 20 years thinking about orthopraxy (or right-actions) in schools. One of the responsibilities of a school is to teach students to be virtuous (good) citizens.

Martin Luther, the Protestant Reformer and educational philosopher, used the term pietas literata, emphasizing that schools should not only produce smart students but also pious ones. Luther was a strong proponent of universal education to teach all students to read the Bible (priesthood of all believers) and to encourage right actions aligned with God's word. 

Most Christian educators and Christian schools agree with Martin Luther's concept of pietas literata, with a goal of educated and godly graduates. They are training students to be good, and good is defined by the Bible. 

Unfortunately, the majority of American educators and schools do not believe that the Bible is the moral standard. The prevalent worldview in classrooms is individualism, where morality is defined by the individual person, essentially, whatever makes you happy is "good." Consequentially, they are training students to be individuals pursuing individual happiness. Not surprisingly, examples of this mentality are ubiquitous in our narcissistic and ego-centric society.

The best way to learn about goodness and even to be good is to emulate others who make good, ethical decisions and live pious lives. Knowing that adult exemplars are rare today, spotlighting those individuals who are living the "good life" is really important. Teaching students how to know goodness and be good is definitely needed in our society today, and Christian educators, at all levels, should lead the way!

Teaching Students to Create and Appreciate Beauty

I greatly appreciate art, music, and live theater, but I am not an artist, musician, or actor. In fact, I think I appreciate the arts even more because I do not have these gifts. When people ask me about the fine and performing arts, I often joke that I am called to be in the audience ... but, to be honest, I am not really joking. Audience member (patron of the arts) is a vital role for a flourishing society. Schools have a crucial responsibility to encourage the appreciation of the arts in addition to teaching the creation of art and music.

Plato identified truth, beauty, and goodness as essential elements for a virtuous life and a flourishing society. However, beauty lights up our life in ways that truth and goodness do not; in fact, I can know truth and act with goodness, but still live a life of despair. Humans need to create and appreciate beautiful things, and one of the best ways to do that is through the fine and performing arts. 

The False ROI Mindset

Schools should lead the way in helping students and the overall society appreciate beauty and the arts. Unfortunately, since the No Child Left Behind Act in 2002 and its over-emphasis on test scores, schools have neglected the arts in favor of the more "measurable" subjects, like math and reading. This is a "Return on Investment" (ROI) mindset that has infected education. In short, subjects that lead to higher test scores, better school ratings, more college admissions, and, ultimately, higher alumni salaries are valued above subjects that do not provide those returns on investment. Although we often blame school districts and administrators for cutting the arts programs, blame falls more on our society as a whole ... and our ROI mindset with education.

The ROI mindset is killing the arts and, ultimately, our appreciation of beauty (and joy). We are economically rich and emotionally poor as a nation. It is no wonder that Bradley Birzer, a professor at Hillsdale College summarizing American culture in the State of the Nation report (2025), concluded, "We're so wealthy but so unhappy." 

Here are a few ways that schools can help bring back beauty and joy into our world.

Acknowledge God as Beauty Creator and Appreciator

First, we need to recognize God as the first and ultimate beauty creator. God's first quality on display was his creativity as he made the heavens and the earth. Educators should take seriously the call to train up students to be beauty creators, in reflection of our creator. God also was the original beauty appreciator as He paused at the end of creating each day, observed everything, and stated, "It is good." Teachers and students should regularly pause to look at God's creation around us and state, "wow, that is beautiful!" 

Additionally, we know that God wants us to create beautiful things. In Exodus 31, the Spirit of God fills Bezalel, giving him the ability to make beautiful artistic designs and various crafts for the tabernacle. Interestingly, this is the first time recorded in scriptures where the Spirit of God filled a human, and God fills and empowers an artist. God also gives intricately detailed (and beautiful) designs for the temple over multiple chapters (I Kings 5-7; 2 Chronicles 2-4). God cares deeply about beauty, and as we are made in His image, we also should strive to create beautiful things.

Schools should follow this rhythm of creating and appreciating beauty.

Led by an exceptional Christian teacher, beauty can be created and appreciated in any subject. I know that the words on a page, the cell in a microscope, and a complex math formula are all beautiful and bring God glory. All subjects can be involved in beauty creating and appreciating; however, I am going to continue to focus on the fine and performing arts in regards to beauty. 

Creating Beauty

Students creating art and music is something that is inherently imago dei human, and the process in itself is beautiful. With the expansion of AI generated art and music, schools must continue to provide opportunities for students to reflect God's image in these ways. This involves investing in qualified instructors in these areas to teach students both the knowledge and skills to create beautiful music and art. It also requires a time and schedule investment. "Specials," like music and art, are often relegated to the periphery of the elementary school day, and converted into "electives" at the middle and high school level. I understand that school districts and administrators have a difficult task balancing all that can be taught, so if beauty creating is not one of the core values, the school-wide investment may not be present. However, individual teachers can integrate music and art into the other subjects. 

Classroom teachers passionate about beauty creation can add enrichment activities to each unit. Thankfully, most of the top curricula have activities in each unit to help teachers incorporate art and music. Additionally, AI can assist teachers in crafting lessons that highlight music and art. e.g. ask one of the AI platforms to "develop an enrichment activity for a 6th grade marine biology unit that incorporates student created music." 

In addition to developing this aspect of God's image, beauty creating adds joy to learning. Teachers who integrate music and art will see their students' eyes light up and smiles beam when they take 20 minutes to enrich a lesson with music or art.

Appreciating Beauty

Some teachers may feel unqualified to lead "beauty creating" in the classroom, but pausing to appreciate beauty is God-glorifying and may be an easy on-ramp. It doesn't take much to begin the class by listening to a song or looking at a work of art. These "bell-ringers" can simply be a pause to say, "wow, that is beautiful" or it can be a more complex analysis (here's another good use of AI ...  Ask AI to come up with art appreciation discussion questions for Edvard Munch's "The Scream" for a 9th grade English class). 

If your school values beauty and is within driving distance to a metropolitan area, incorporate field trips for all grade levels to museums, theaters, concert halls to allow students to experience beauty in person. These venues understand the importance of introducing students to the arts, and most have very affordable or free programs. Students see so much manufactured beauty that you will blow their minds by taking them to see art and music in person. You may need to train them on "how to eat a [painting]" (reference to Eve Merriam's poem "How to Eat a Poem"). Here are a few tips for enjoying a painting:   

1. Stand back to take in a wide angle, appreciating its fullness and considering what is beautiful about the painting.
2. Focus on different quadrants so you don't miss any part of the painting.
3. Slowly move closer until you see the brush strokes and consider the skill of the painter.
4. Read the title and caption, reflecting on what is written by the curator.
5. Return to the back to take in the whole masterpiece again before moving on to the next painting.

I have fortunately taught and led schools in communities rich with museums, concert halls, and theaters, so this has always been a part of my experience. It has been a joy to take students to these and just watch them find joy in the beautiful. Sometimes it takes longer for some to appreciate, so finding the right level of exhibit or concert is important. I remember taking a group of high school students to a classic Italian opera (sung in Italian). While this would be a stretch for many adults, the students were captivated after the first 20 minutes. What a joy to watch their faces turn from furrowed brows and scrunched up noses to wide open eyes and mouths in awe of the beauty. (Yes, some students fell asleep as did some adults in the audience, but only a few).

I want to end this section where I began this article, honoring the role of an audience member. Our society needs individuals who value beauty, and I believe schools should be training up students to appreciate art and music (created and performed by fellow humans). As the Boomer generation passes away, we need the next generation to take up the role of patron of the arts, supporting beauty creation in the fine and performing arts. Educators and schools have a unique opportunity to show students art and music and declare together ... "wow, that is beautiful!"

But ... how do we know if something is beautiful? 

What is Beautiful?

When I am hiking in the Rockies and come to a breath-taking vista, I just know that view is beautiful, but when a student creates something in art class, how do you know if that is beautiful? Isn't it all just subjective? Here are three principles to consider.

1. Professionally trained art and music teachers must lead the learning. Unfortunately, some schools do not have the resources, conviction, or ability to staff these positions well. Students suffer if they don't have an expert leading them in beauty making.
2. Students must be educated in what is "beautiful" in the specific genre, medium, style, or expression, and this takes time studying exemplars and imitating beauty in art and music. 
3. Students need to enter with a humility, willing to take constructive criticism well. This must lead to working hard to improve. 
• btw, I do think a student's effort and improvement is beautiful and God-glorifying ... a consideration in grading (for another blog)

Actually, The Voice and The Great British Baking Show have helped me understand these principles better over the years of watching these shows. Clearly, the judges on these shows are professionally trained and have put in hours of work becoming experts in their craft. I know this because I sometimes hear a beautiful voice that doesn't get a chair to turn, and I'm sure that I could not tell if a cake was slightly over-baked. The judges are experts, know exemplars, and see the gap between what is produced and what is truly beautiful. Likewise, the contestants that ultimately produce beautiful things are willing to take constructive criticism and work diligently to improve.

Both teachers and students can learn a few things from these shows. 

First, exemplars are helpful learning tools. Contestants on The Voice use exemplars of the song, professionally sung and produced, to prepare for their auditions, and can you imagine the improvement if the bakers could see the exemplar in the technical challenge? Exemplars help students learn. 

Second, criticism should be constructive. While I hope that teachers deliver criticism with more grace than some talent show judges, students must be willing to take the criticism (even in front of their peers) and learn from it. Sadly, many students today wilt under criticism; hopefully, students can learn from these shows about how to take criticism and grow from this feedback. 

Plato was correct in identifying truth, beauty, and goodness as essential elements to a flourishing society. As these elements become more rare today, educators need to step in to shift our focus.

Helping students create and appreciate beauty will bring joy to their life and to the society as a whole. 

If you liked this article, check out the other article in this series on Truth, Beauty, and Goodness.

• Teaching Students to be Truth Discerners