It Seemed Like a Good Idea at the Time

Epiphany

Wikipedia has two entries for the word “epiphany” – epiphany (feeling) and Epiphany (the holiday.)  Deriving from the Greek epiphaneia, meaning ‘manifestation, striking appearance,’ epiphany encompasses that feeling of the “aha!” moment, the often fleeting instant when everything clicks.  In Christian tradition, Epiphany falls on January 6 and celebrates the revelation of Jesus to the Gentiles as the Christ, primarily through the visit of the Magi or “Wise Men.”

Maybe it’s the time of year, but my brain can’t help combining these thoughts into my own definition of epiphany – the visitation of wisdom.  To call me an intuitive thinker might be an understatement; my brain has a hard time tracing a thought from point A to point B in any sort of stepwise fashion – it tends to be easily distracted by shiny objects.  As such, I often rely overmuch on moments of epiphany as admittedly lazy intellectual shortcuts.  It’s easier for me to look for the flash of insight than to work my way stepwise through a problem.  Sometimes this approach works, giving me the perfect spark of creativity or a brilliant moment of clarity.  Often, though, it leads down a path of false conclusions.

As in almost everything else, it comes down to balance, leaving room for the moments of epiphany – the “Aha!” bursts of creativity and insight – yet still doing the work to verify the conclusion.  And, as in so many things, I’m beginning to learn this lesson from my children.

Waldorf parents often find ourselves in a perpetual state of justification – justifying paying private school tuition despite cutting every other corner of the family budget (a particularly difficult justification in a city like Davis with a renowned public school system), justifying why our 7 year olds can’t yet read, justifying the weird aversion to television and video games, justifying school festivals layered with incomprehensible overtones of both Paganism and Christianity.  Much of the time, these conversations hinge around the points that draw most parents to Waldorf education, the pieces from the beginning.

Nurturing, creative, appreciation for the arts, peaceful, wholesome, low-tech, age-appropriate – these terms and many more are thrown about when the parents of young Waldorf students gather.  Waldorf education is hugely attractive to parents who worry about their children being “taught to the test,” to parents who have read horror stories about over-scheduled, over-stressed children since the line on the stick turned pink, to parents who fear the influence of a fast-paced, “violent” culture on their sheltered darlings, to parents who bemoan the loss of arts classes in traditional schooling.

Don’t get me wrong, these pieces are all a part of Waldorf education, and for the most part, pieces of what our family appreciates and part of our justification for the seeming insanity of our family budget.  But, I listen to these phrases, hear sentences like: “Well, I’m glad they’ve had that creative foundation in the lower grades, but I don’t think it’s necessary as they get older” and I shake my head.  Something is missing. 

Maybe it’s the pastel-walled classrooms or the assignments that look way too fun and involve far too many colored pencils to be intellectual that make people see this curriculum as something designed for  young children, as something artsy and light, but hardly rigorous.  After all, if the upper grades students aren’t bringing home 6 hours of homework a night, they can’t possibly be learning anything, can they?

I think part of the problem most people have in understanding the Waldorf curriculum is that it is an education formed of interwoven ideas and principles, a complex model that doesn’t mesh with our modern “Insert Tab A into Slot B”  or educational menu thinking.  When Waldorf teachers talk about the curriculum being child-driven, this isn’t some sort of airy-fairy “let the kids do whatever they want and they’ll educate themselves” system.  The curriculum is child-driven only in that it has been crafted to link so inextricably to the physical, mental, and emotional development of the child that everything becomes part of the education.  Waldorf students don’t have a lot of homework because, if it is being done right, they are always in the classroom – or, rather, the classroom is always in them.

Believe it or not, I haven’t strayed that far from my original theme.  I’m coming back to epiphany.  Most epiphanies can only be accurately assessed from behind.  After time passes, we are able to review the evidence, to see if that flash was indeed truth or if it was fool’s gold.  When our children are in the lower grades, most Waldorf parents get only flashes of the whole picture – a form drawing here, the magic of the Michaelmas pageant, classroom songs sung around the house or in the garden.  It isn’t until our children are almost graduated, until our bank accounts are nearly depleted, that we see the pattern, the threads connecting every aspect of their education.

“Art,” “Creativity,” “sweet puppet plays” – I’ve heard the parts for years, and shook my head.  Nope, I thought.  That’s not it.  You aren’t getting it.  There’s more.

Two nights ago, our school held its annual Winter Concert.  Only grades 2-8 perform, but for the last few years, I’ve made it something of a crusade to invite the parents of pre-school – 1^st graders to the concert.  “It’s so good to see what your kids are working towards,” I say.  But, as the words leave my mouth, I know they are incomplete.  I know that the other parents will hear me and think that I am saying – “Look, someday your child will play an instrument like that.” or “Someday your kid will be able to sing a round in multi-part harmonies.”  But, these are parts.

Friday night, I listened and watched as Caitlin and the other 6^th-8^th graders played holiday carols as the audience filed into their seats.  A random observer dropped into the hall would never have guessed the degree of year-round grumbling about practice or the missed notes at home or emanating from the strings room at school.  Someone listening to a recording would picture a far more mature orchestra. 

On my left, my son and his best friend chatted before the performance started.  I listened to their conversation and something clicked.  “No, I don’t want to be James Marshall anymore,” said Aidan in response to a comment from his buddy.

“How come?”

“He wasn’t in the Bear Flag Revolt, and I really want to re-inact that.”

“He wasn’t?  Oh yeah, you’re right.”

The conversation then drifted to John Sutter, and early California.  I believe passports were mentioned.  School had just ended for winter break, yet these two 4^th graders were planning the details of the roles they will assume for their class trip to Sutter’s fort in February.  They were out of school, but school was not out of them.

The Winter Concert always makes me cry – odd, since I’m hardly the type to be overwhelmed by the Hallmark moment.  But, this year, I saw something different.  Yes, the 2^nd graders earnestly singing “O Tannenbaum” in German were adorable in their shiny black, white, and red outfits, but as I watched each class perform, something began to unfold.  As expected, the performances grew slightly more complex for each class.  3^rd and 4^th grade both performed pieces reflective of their curriculum, 5^th and 6^th grade joined in singing more complex choral pieces than the lower grades can manage.  And, then near the end – came two performances that blew me away.  ‘This.  This is why,’ my mind said.

I’ve written about Caitlin’s class before.  They haven’t been labeled an ‘easy’ class by even the most doting of parents.  Intelligent, active (very active), strong-willed, enthusiastic – this class has historically been shy on one leadership quality.  Discipline.  This state began to change last year.  Over the course of the year, the parents watched in no little awe as their teacher began to challenge them, force them to work together, and generally began to make them view discipline as something coming from within rather than imposed from outside.  Dr. Rick Tan has shown these kids, through his own example, the balance of brilliant creativity and disciplined work.  Friday night, it all came together as the class performed a piece written and composed by Dr. Tan, “Winter Angels.”

In Waldorf education, there is a philosophy that while not every child will excel at everything, all children are good at something.  As the 7^th grade performed “Winter Angels” this philosophy shone.  Some sang, some played the instrumental part, and some danced.  Yes, danced – a choreographed, beautifully timed performance.  These pre-teen and teenaged boys and girls worked together to perform not goofily or with shuffling embarrassment, but in a coordinated and professional manner I would never have guessed possible several years ago.  I always knew they had the talent, the creativity, and the pizzazz, but discipline?

As I wiped my cheeks after watching my oldest child and her class take their bows, the 8^th grade took the stage.  Their piece was listed in the program simply as “Mystery Song.”  (Caitlin later told me that the 8^th graders had developed this piece independently even of their teacher.)  Dressed in white shirts, blue jeans, and an assortment of geek-chic hats and glasses, with flags jammed nonchalantly in front pockets, the 8^th grade took the stage with their bodies proclaiming louder than any words – “We are teens.  We have come into our own.  Watch.”

K’naan’s “Wavin’ Flag” began in the background. And the 8^th grade came into its own.  “When I get older/ I will be stronger/ They’ll call me freedom.  Just like a waving flag.” Singing, dancing, clapping overhead, drumming on plastic buckets, these kids showcased unity, discipline, and the raw power of youth.  ‘Here we are,’ they said.  ‘This is who we are.  This is what you have produced.’  These teens held an audience of parents, grandparents, and younger siblings captive, and they knew it.  They owned the stage, and in that moment, they owned us.

“Give me freedom/Give me fire/Give me reason/Take me higher.”

Fittingly, it took the 8^th grade, in a very non-Waldorfy (as my family likes to say) performance, to give that epiphany.  This, this is what it is all about – that balance of creativity and discipline that produces a moment of absolute confidence and power at an age where most kids feel lacking in both.

Winter Traditions -- Light and Song

In the Catholic faith, Advent encompasses the 4 weeks before Christmas.  A candle is lit each of the 4 Sundays; traditionally, there are 3 purple candles and 1 pink.  As a child in plaid jumper and navy knee socks, I was told that Advent was a solemn time of waiting, a time to repent and reflect (not quite as severe as Lent, but not party time, either).  The purple candles symbolized the sorrow of waiting; the pink candle, lit on the 3^rd Sunday represented the joy of the approach of the Christ child.  This all seemed to fit for me – Advent was a time to be good, because Santa knows, and there was definitely something purple in the waiting – waiting for Christmas baking, waiting for grandparents, waiting for Santa, waiting for snow, waiting for Christmas carols, waiting to decorate the tree, waiting to open presents.  Advent was definitely a time of waiting.

As I grew older, Advent came to seem less of a period of waiting, and more of a countdown from Thanksgiving.  Light the candle – 1 week closer.  Tick.  Next candle.  Tick.  Pink candle.  Tick.  Last candle, andohmigodIhaven’tdonemostofmyshoppingyet.  BOOM.

It wasn’t until my children started school (yes, this is one of those posts) that I began to understand the place of light in winter.  In the lower grades, the children make beautiful paper lanterns and attend a Lantern Walk to celebrate Martinmas.  As the fall air begins to bite, the line of lanterns woven through the dark is threaded with song. 

After Thanksgiving, in the first week of Advent, the school offers an Advent (or Winter) spiral to the children in the lower grades.  In a quiet room, a spiral of pine boughs is laid on the floor, punctuated with luminarias.  One at a time, the children enter the spiral, carrying a white candle in a red apple.  The child lights his or her candle from the pillar at the center of the spiral, then bends to light one of the candles along the spiral on the way out. 

This year, the Winter spiral was only offered for the children up through fourth grade.  As my son and his classmates each took their turn in the spiral, I could see why.  Something changed in their faces.  Unlike the few younger siblings that walked the spiral during this session, the fourth graders that exited the spiral were not the same as those who had entered.  While the younger children glowed with a round innocence even after their candles were extinguished, as the fourth graders blew out their candles at the mouth of the spiral, they blew out something else.  Fourth grade marks the transition from little kid to big.  The unquestioning faith of childhood has begun to fall by the wayside, shadows creep into the corners.

The first light of advent is the light of stones,

Stones that live in crystals in seashells and in bones

The second light of advent is the light of plants,

Plants that reach up to the sun, and in the breezes, dance

The third light of advent is the light of beasts,

The light of hope that we may see in greatest and in least

The fourth light of advent is the light of man,

The light of love, the light of thought, to give and to understand

This is the Advent verse my children recite at school.  To me, there is something deeper here, in this marking of points of nature, than just a lighting of candles to mark time.   The verse grounds the moment with the outside world.  It is easy in winter to experience a hibernation of the soul, to direct our thoughts and feelings inward, to protect ourselves from the outer darkness and to protect others from any darkness of ours that might ‘contaminate’ a season of joy.  Yet, as the kids light their candles with a verse, they are connected: to the stones, the plants, the beasts, and to each other.

Singing fills our house (and car, and yard, and grocery store) this time of year.  The English translation of the Swedish Santa Lucia song, the school Advent song, the dreidel song, “Channukah, Oh Channukah,” and a random assortment of Christmas carols (in English, German, French, and Spanish) float through our lives this time of year.  These winter songs have all been adopted by my children, regardless of festival or religion.

Light.  Song. 

The part of my brain that has studied other traditions, the part that remembers history books, or dusty lessons in comparative studies can trace the links between European pagan and modern Christian festivals without bursting any neurons.  However, it wasn’t until my children began coming home from school with songs and verses of light that the point of all of those Solstice candles connected with me on a visceral level.

Robyn Beaufoy, a good friend, wrote a piece in the school newsletter about Advent celebrations.  In this essay, she writes “Writer Annie B. Bond reminds us that ‘Kwanzaa, Hanukkah, Christmas, Yule, Diwali, and the celebration of Buddha’s enlightenment all take place in December, the darkest time of the year.’ Despite these different leanings, our common searching for Light in the darkness of Winter unites us.”

When Caitlin was in 5^th grade, the mother of one of Aidan’s friends came in and talked to the class about Diwali, the Indian festival of lights.  As the class began their studies of world civilizations that year, they began to link the commonality of festivals.  In 3^rd grade, one of the other mothers had come into the classroom to teach the students about Channukah.  At the school, the 2^nd graders each year enact the Swedish festival of Santa Lucia.  The oldest girl in the class wears a crown of candles on her head, and the children distribute breads or cookies to everyone in the school – while carrying candles and singing, of course.

Winter has been especially dark the past few years.  When the economy began to flag, we first noticed the inadequacy of my paychecks in winter.  Within the last couple of years, we’ve been forced to tell the children, “Well, you know, Santa’s having a rough time, too.  There are an awful lot of kids out there who don’t have any toys at all, and he needs to take care of them.”  Two years ago, the last of my living grandparents, my maternal grandmother, passed away on Christmas Day. 

Yet, with each shadow, there is a spot of light.  Grandma lived a long and full life, yet her last years had been grey and shadowed with frailty and forgetfulness.  She was ready to move on.  Our economic challenges have forced the focus of Christmas away from elaborate lists and mountains of packages.  Though the bank account is not nearly so bleak this year, I have yet to begin or even fret about any Christmas shopping.  I’d rather inhale the Christmas tree and snuggle on the couch with my family.  There will be presents, but hopefully, they will bring joy, not stress.

Darkness comes.  In each of our lives, there are periods of long, black cold.  We all have our times of sorrowful or solemn waiting.  Rarely do we get to choose when that long Advent of the soul will strike.  But we have a choice.  We can approach these times with the joylessness of time marked, or we can hold moments of that darkness, be present in them, turn them over, and light a candle to move on.

The fourth light of advent is the light of man,

The light of love, the light of thought, to give and to understand

 

 

Good? Bad? But Never Indifferent: My Take on Modern Parenting

Maybe parenting has always been this hard, this fraught with judgment and dogma.  Maybe mothers in the caves of southern France said to one another, “Did you see her with her kid?  Doesn’t she know that you should never turn the sabertooth pelt fur-side against the skin?  Her baby is going to have such a rash…” Or, perhaps not.

Certainly there are literary and historical examples of poor parenting:  No one would give Medea mother-of-the year, and regardless of divine command, I’m not sure that a willingness to slaughter your kid based on the voices in your head is a great illustration of fatherhood.  But, most examples of ‘bad parenting’ from previous centuries and generations seemed to focus on the disastrous extremes.  Nowhere in the Little House books does anyone come up to Ma Ingalls and say, “Do you really want Laura playing with that pig’s bladder?  Little Johnny in the next town over did that last fall and you know how sick he was all winter!”

Yet, for my generation of parents, every choice – from brand of baby food (or homemade baby food) to when, how, or if to let children play – seems to have a rating system attached.  But, nobody seems to agree on the scale.  How are we measuring these things?  Do I get bonus points for letting Caitlin climb our tree in the front lawn, thus empowering her to take risks and improving her muscle tone, connection with nature, and sense of balance?  Or should I be reported to CPS and flogged in the public square for risking so much as one of her precious epithelial cells?  Am I a bad mother for allowing Aidan to possess a NERF arsenal that is the envy of the neighborhood boys, tacitly okaying the casual acceptance of violence pervasive in modern culture?  Or am I good for allowing him to accept and learn to regulate his natural aggression?  Will watching a documentary forever alter the biochemical functioning of Sierra’s brain, or will it give her a better insight into some aspect of our world?  Whose research should I believe?

Caitin in our tree 12/2010 w/ Sierra on the swing watching

And do I even care?

Obviously I care, or I wouldn’t be wasting the word-processor time.  But,(and go ahead and start lobbing stones for this) I don’t care as much about the implications of these studies, opinions and dogma to the children as I do about the scars each one leaves on the parents.  Ok, more specifically on the mothers.  What the hell are we doing to each other and allowing to be done to ourselves?  What weird line have we crossed when an intelligent, educated mother (and I heard this recently) agonizes over the morality of allowing her son to pick up a stick and say ‘Bang. Bang.’?

I hate to say this but I think this intensive maternal navel-gazing (and, to be honest, most of us ‘good mothers’ who nursed our children can’t even find our navels unless we’re wearing killer push-up bras) is at least in part a function of the unprecedented number of educated and career driven women in my generation.  What did society expect? 

I suspect that motherhood was less questioned in previous generations because it was simply something one did.  Like cooking, cleaning, (and a number of other life skills that seem to have been either lost or over-analyzed), parenting was just a part of life.  Parents fed, clothed, and housed their kids, provided them with the type and level of education that seemed appropriate, toys that matched the household budget, and went on with the rest of their lives.  If you had to make every loaf of bread from scratch, or wash all of your laundry by hand, your kids were going to either play outside and do their own thing or they would be pressed into service for chores.  Few households had the luxury of worrying about whether play was age-appropriate or ‘too risky.’  Parents were just glad to get the kids out from underfoot, and they certainly didn’t have time to make modeling dough by hand or to lead elaborate needle-felting projects.

Yet, my generation (particularly of women) is a bit different.  Many of us in the middle and upper-middle classes were raised by the first generation of more broadly educated women, the first women to truly have a shot at a life beyond kitchen, hearth, and child.  And we were raised with expectations.  C’mon, say it with me: “Anything boys can do, girls can do better!”  We were going to take over business, politics, and generally kick the patriarchy’s butt.  My generation (good old generation X) was the first where women equaled (and have now surpassed) the numbers of men in higher education.  We truly can do anything men can do.  But, we can also do the one thing men can’t do – carry a fetus, give birth, and lactate.  Oops.

Sooner or later (often later, and I think that, too is an issue contributing to our current parenting protocol obsession), many of us realized that there probably needed to be a next generation, and that our uteri were going to need to provide the early housing facilities.  And, so, we wound up with a generation of goal-oriented mothers trained to research, to interpret scientific papers, to absorb data like the fibers of the Brawny towels so lovingly advertised to our mothers, to achieve (and over-achieve).  And yet, the mothers of my generation and socio-economic class found that children had not evolved along with the ideals of our society.  Children still need to be fed, housed, and clothed, to learn to walk and talk, and to be educated and to be provided with playthings.

At that point, a generation of women with a veritable alphabet soup of letters after our names lost our collective minds.  Realizing that we would, in fact, be forced to compromise our career trajectory to one extent or another, we decided to channel all of our ambitions, energies, and training into something that humans have done for thousands of years.  But, we would do it better.

This brings me to the personal part of my rant.  No one who has read this blog can possibly doubt that I have some strong views on parenting.  Nor should they doubt that my views are more in line with those of my parents and grandparents than many of my peers.  I believe kids should play – with minimal adult supervision and interference.  I believe that children need scary stories with dark consequences for bad behavior.  I believe children need to learn that the stove really is hot by burning themselves while learning to cook.  I believe (and our house has proven) that a six-year old is capable of preparing his or her own breakfast and lunch.  I believe that a child who ignores instructions to ‘take a jacket’ and is subsequently cold will better remember the jacket next time than the child whose parent rushes back to school with the jacket.  I believe that kids need to deal with teasing, shunning, and name-calling on their own as much as possible and that these experiences (allowing exceptions for what I consider true bullying) make them stronger.  I believe that kids need to fall (physically or metaphorically) and that by doing so they learn to take risks and to pick themselves back up.  I believe that kids need unconditional snuggles and that they need to be corrected when they’ve screwed up.  I don’t believe ever in ‘letting a child win’ to ‘boost self-esteem.’  I don’t believe in empty praise.  I believe in giving kids more respect than that.  I believe in giving them the pride of earned praise.  I believe that the process is more important than the result; that the act of learning is more important than the grade. 

And I believe that kids need to learn to fight their own battles – the real, the pretend, the physical, and the verbal.  I let my kids have (pretend) guns and swords and give them rules that they need to follow to use those: you may not ‘shoot’ anyone who is unarmed or who doesn’t want to play.  You may not whack your sibling with a sword under any circumstances.  If an accidental whacking does occur, you must apologize.  Dragons live in your bedroom or the hallway, not in the kitchen, dining room or hallway.  No firing NERF guns in the house.  A gun, any gun, even a toy is to be pointed at the target or at the ground.

                                                            A well-armed Aidan. 12/2010

Do I believe in violence as a solution – generally no.  However, in self-defense, absolutely.  I have taken self-defense classes (many), my oldest daughter has, and I will insist that my son and youngest daughter do so.  Do I believe in war – generally no.  But I do recognize that while most wars are a useless waste of life and exploitation of our young, that some circumstances are so hideous that they can only be solved through force (the Nazi empire, for example).  Do I believe that humans are inherently aggressive?  Of course.  I fail to see how any person with half a brain can look at human history and say otherwise.  Humans are animals, and phenotypically, we are predators.  Do I believe that humans are also inherently cooperative, social, and capable of independent thought, kindness, and creativity?  Hell, yes.  Again, look at history, and look around.

Back to the personal.  My beliefs are my own.  You may notice that I have not cited a single study, article, or research paper in this piece.  That omission is deliberate.  For every study that substantiates a parenting or sociologic, or even physiologic theory, an opposing body of research can be found.  Statistics lie and all liars are statisticians – I plagiarize freely here, but the truism holds.  Parenting theories are just that – theory.  And they will be neither proven nor debunked until most of us are long gone. 

So, you don’t have to parent your kids my way, but don’t you dare demand that I parent my children your way.  Our classrooms, society, and species have enough room for many ways, and there’s probably a bit of truth everywhere.