The Hundred Languages

Ordinarily, Monday afternoon is the day that I post a new FTPL video, such as this one, and ordinarily, I would open an article with a quote that has either some relevance to the article topic, or education in general. Not today. You may recall that I recently wrote about my troubles with engaging with reading for professional development and that I would begin reading Invent to Learn by Sylvia Libow Martinez and Gary Stager. I have read the  introduction, and I have begun writing an article based on that portion of the book, but I felt that the last page of the Introduction was deserving of an article in its own right.

If you do not yet have a copy of the book (a state you may rectify by clicking here), the Introduction concludes with a poem, which I have found online and included in full, below.

The Hundred Languages (1)

No way. The hundred is there.

The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.

A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.

The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.

They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.

They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

I showed this poem to Mrs C21st this afternoon and asked her for her impressions, wanting to find out if they echoed my own. She replied “yep, that was school” which was essentially my own initial emotional response to the poem. It is a sad indictment on our education system, I believe, that the above poem is an indicator of what schooling has been reduced to. It is a narrative that we have seen play out in the nightly news and the election cycle over the last few decades as schooling gradually moved towards the data-driven standardised-testing focus mechanism that it now appears to be. Many teachers do work hard to include facets of tinkering and play in their teaching, and I believe, I hope, that we will see a balance found between the need for data to drive the political cycle, and the needs of our students and their futures.

I am looking forward to diving into this book over the coming weeks, and to challenging my own perceptions and beliefs about tinkering, the makerspace movement, its application to education and education in general, and would very much like to hear what your thoughts and responses are to the poem above.

(1) Loris Malaguzzi (translated by Lella Gandini) as cited in Libow Martinez, Stager (2015), p. 8, Constructing Modern Knowledge Press. Retrieved from http://www.innovativeteacherproject.org/reggio/poem.php 12 October 2015

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