By Julian Stern
Analysing loneliness and solitude in faculties and exploring how you can care for them is a crucial job. In fresh learn for the author’s Spirit of the School venture, a few students, academics and headteachers defined instances after they felt lonely and occasions once they felt the necessity for fit solitude. The motives of loneliness are quite a few and its results have an important unrecognised impression on schooling. How do faculties care for humans once they are lonely, and the way can they conquer loneliness? How can they carry possibilities for fit solitude, a welcome substitute to loneliness? colleges can occasionally attempt to comprise humans through being intensely social, yet turn out making them think much more excluded. a college that teaches solitude good and is helping members care for loneliness could be referred to as an ‘enstatic’ tuition: a college within which individuals are cozy inside themselves. the target of this publication - the 1st entire examine of the topic - is to aid us all comprehend loneliness and solitude and thereby to reinvigorate debates on own, personality and values schooling.
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Additional resources for Loneliness and Solitude in Education: How to Value Individuality and Create an Enstatic School
Travel is often mentioned: ‘I … love the peace of driving in my car, without the radio or any sound’ as ‘[m]y head is often busy and the car gives me time to be quiet’ (Amy, aged 50+). Since starting this project, a number of friends and colleagues have mentioned commuting to and from work as giving them time for solitude in which to do nothing, in a world where something is so often required of people. For some, country walks edge away from contact with nature, and move into a simple ‘being’. In my view (explained in Chapter 6), it is this state that Wordsworth describes when he ‘wandered lonely as a cloud’: he then moves to a solitudinous contact with nature, when he sees the daffodils.
David (aged 50+) says he felt ‘professionally lonely’ as a subject teacher whose ‘only specialist colleague was a senior leader’, leading him to feel ‘as if I carried the interests of [the subject] in the school alone’. The pressures of work are described by Daniel (aged 50+) as ‘militat[ing] against working in a communal context’, and being so pressured as to make it impossible to complete all the tasks. This in turn ‘causes me to be less connected from family and friends and loneliness creeps in further and further as the years roll by’.
Another way of avoiding the dangers of the seesaw is to recognise that school subjects are not the same as academic disciplines, and that all subjects should be seen as like the ‘E’ subjects. Beane argues convincingly that school subjects are not the same as ‘disciplines of knowledge’: [A] discipline of knowledge and its representative school subject area are not the same things, even though they may be concerned with similar bodies of knowledge. They serve quite different purposes, offer quite different experiences for those who encounter them, and have quite different notions about the fluidity of the boundaries that presumably set one area of inquiry off from others.