Recently, I had a coffee with one of the retired faculty; he filled me in on the history of our College. One thing he said was both simple and profound. He said that people should realize they need to work on relationships. Relations are work. He did not mean to say that like in family therapy we need to talk about our feelings. No, he simply meant to say that we need to provide space and occasion for social interactions. We need parties, get-togethers, celebrations, discussions, rituals, traditions – all the normal things human societies invented to lubricate the social machinery. We do not have to be all friends, and some level of politicking is inevitable. However, we should create a place that is collegial, friendly, and focused on common goals.
Years ago, a group of philosophers of education that included me was working on the theory of relational pedagogy. I regret we never quite finish the work, although our edited volume got many citations. Well, a few hundred – for philosophers it is a big number. Our premise was that in education, relations are primary, and actions and curriculum are secondary. And the layer of relations among educators does affect the quality of relations that we are able to develop with our students. For example, successful schools always have a strong sense of collegiality and solidarity among teachers. Collectively, they project an image of the good kind of relations. Individual teachers are able to tap that potential, and build better relational patterns with their students.
It is not only about schools, of course. It is the same thing with colleges. It is not really a matter of choice: if we want to be a strong teaching institution, we ought to build a strong, coherent community among ourselves. And it takes work. After a hard semester, and a ton of graded papers, who wants to drag one’s ass to yet another pointless party? Who wants to support another colleague at a community event? Who has time for lunch with someone you won’t necessarily hang out with? Who has the strength to smooth over some past misunderstandings? Well, because actions are small, they are no unimportant. These are the acts of relational labor that is so critical to our well-being and success.
Years ago, a group of philosophers of education that included me was working on the theory of relational pedagogy. I regret we never quite finish the work, although our edited volume got many citations. Well, a few hundred – for philosophers it is a big number. Our premise was that in education, relations are primary, and actions and curriculum are secondary. And the layer of relations among educators does affect the quality of relations that we are able to develop with our students. For example, successful schools always have a strong sense of collegiality and solidarity among teachers. Collectively, they project an image of the good kind of relations. Individual teachers are able to tap that potential, and build better relational patterns with their students.
It is not only about schools, of course. It is the same thing with colleges. It is not really a matter of choice: if we want to be a strong teaching institution, we ought to build a strong, coherent community among ourselves. And it takes work. After a hard semester, and a ton of graded papers, who wants to drag one’s ass to yet another pointless party? Who wants to support another colleague at a community event? Who has time for lunch with someone you won’t necessarily hang out with? Who has the strength to smooth over some past misunderstandings? Well, because actions are small, they are no unimportant. These are the acts of relational labor that is so critical to our well-being and success.
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