Life Is Hard

"This life's hard, man, but it's harder if you're stupid!"  ~from the movie The Friends of Eddie Coyle

This is a line I think of a lot, usually addressed to myself in those moments of frustration, when I've done something stupid, and my life is now, naturally, harder. This is a universal truth. Ignorance is not bliss. Knowing stuff makes life good, and knowing how you best get to know the stuff you want to know makes it even better. For me, deep knowledge, the kind that shapes my life, usually comes from a process that involves those moments of stupidity, moments that are often accompanied by a sense of despair or futility, and then pushing just a little farther, sometimes in a kind of rage at just how stupid I am, and it's usually only then, just behind that moment, where I find Eureka! has been hiding.

I've known other adults who share this penchant, but very few preschoolers, although maybe it's just because they've not yet learned to label life as hard or themselves as stupid. I've certainly seen frustrated preschoolers, ones who are in tears over their inability to do whatever it is they're trying to do. And I've known many who, after a long struggle, will, once they've finally figured it out, say, "That's easy" and immediately set about demonstrating to the next kid who comes along just how easy it is, a sort of good natured way of acknowledging their own previous stupidity.

I've also known both adults and children who don't push a little farther, who stop at the frustration, who give up. I've done it before. I stopped taking math classes after my sophomore year in college, for instance, not because I'd decided I was too stupid or even because it was too hard, but rather because I'd lost interest in the actual knowledge and had come to recognize that I'd been sticking with it simply for the bragging rights that went with being enrolled in higher level math classes. No, if I was going to work my brain that hard, to deal with that frustration, it was going to be while learning the things I wanted and needed to know.

Most of our classroom day is spent in free play. There are a dozen or so planned activities to go along with the everyday stuff like play dough, stuffed animals, and the sand pit, but children are not expected to engage with them. Most rotate from activity to activity as their interests dictate, plunging their hands in when it looks like something they want or need to know, or edging past when something seems, say, too messy or challenging or tedious. Some kids only want to be where the action is, never picking up a paint brush unless there's a friend at the adjacent easel. Others want the field cleared for themselves as they explore, preferring to wait until the initial wave of excitement has receded before stepping up to the plate. This is why it's important to let certain activities run for a day or so beyond their "hey day."

I often say that my business is not to decide what a child learns, but rather that they learn, but that's actually taking more credit than is due. In a play-based curriculum it really is all up to the child because what they are ultimately doing is figuring out something they can only figure out for themselves. By playing in an environment in which exploration and experimentation are the highest values they are teaching themselves not just how to learn, but how they learn. And as frightening as that is to the control freaks out there, this isn't something you can do to or for someone else. It's something you can't judge or measure or test because it's a process that you are simply too stupid to understand. The only expert is the one doing the learning.

As Albert Einstein famously said, "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." That is why life is hard.

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