Skip to main content

The Mountain Top

I've been thinking a lot about a poem shared with me by my own high school mentor. I haven't read the original book that it comes from, but I shared this same poem with another student as we debated experience and perspective the other day.

Poem from ‘Mount Analogue’
One cannot stay on the summit forever –
One has to come down again.
So why bother in the first place? Just this.
What is above knows what is below –
But what is below does not know what is above.
One climbs, one sees –
One descends and sees no longer
But one has seen!
There is an art of conducting one’s self in
The lower regions by the memory of
What one saw higher up.
When one can no longer see,
One does at least still know.

So, is it better to have climbed the mountain or to never climb? Is it better to take risks and adventures--to take a chance to see from the summit or precipice--or to remain below?

This is also a reminder that our experiences change us forever. We can never "go back" once we have experienced something, considered something from another perspective, or met someone that has changed our worldview.

Comments

Popular posts from this blog

How Changing My Car’s Battery Made Me Think About Education

A lot of people write about how educators use the summer to “recharge their batteries,” which is true. It’s nice to have some down time to reflect and plan for the next year. It’s the one time of year when there aren’t constant demands for teachers’ and administrators’ time. No concerts, no after school events, no evaluations to prepare for.
Part of this time allows me to catch up on things that I didn’t have time for during the school year, like changing the battery in our Jeep, which is our only vehicle that has roof racks for us to transport our kayaks. We were able to get by this winter by jumping it a few times when it was really cold out, but my wife and I both knew it would eventually need to be replaced. My wife and I also knew nothing about replacing a battery.
So I turned to YouTube. And I watched video after video of someone changing car batteries in order to figure out what to do. I learned about “core charges” that auto part supply stores charge. I learned that batterie…

I should’ve taken the time

Yesterday during a teacher observation, a student asked me to step into the hall and talk with them. At the time, it didn’t seem urgent. With this student in particular, we have talked often. Sometimes it was important, other times—from my perspective—it didn’t seem that urgent. 
When I asked her if it could wait 10 minutes, she shut down. I could see the change in how she sat and participated, withdrawing into her desk and no longer asking for help from those around her. There was a noticeable difference in how she interacted with her peers the minute those words came out. 
When I noticed the change, I tried to drop everything right there and talk with her. Let’s go talk, right now, I said. No, it’s fine, she replied. And despite my multiple check-ins while she was working independently, she declined the opportunity to talk again that hour. 
Without even realizing it, I had damaged our relationship. 
We ended up talking later that the day. I saw her as she walked to her next class period…

'Embarrassment' Review

I just finished Thomas Newkirk's Embarrassment: And the Emotional Underlife of Learning. Like anything by Newkirk, I devoured it and found that so much of it rang true with my philosophy and feelings when it comes to teaching.

Here are ten lines that stood out to me in the book (in no particular order):


"Unless we can get beyond this reluctance, we never put ourselves out there to learn--we never become the novice we need to be to learn." (15)"Schools face what might be called the paradox of offering help... you need a designation for that group, and that very designation may be so stigmatizing that students would rather forgo the help than to accept the label." (33)"We need to look beyond the posture of indifference, or just see it as a posture." (61)"We are happy, gratified to offer help--that is a big part of our professional identity. But we (or at least I) are far more reluctant to receive help." (63)"Failure or disappointment is le…