Do you want an educator?
No, right? Because you imagine what it has to be like to always have someone close by, limiting the scope of what you can do – and you cannot – by saying how you have to do things – and how not – by insisting that you do everything better, constantly saying the things you have to do, so that you do not waste your time, signaling how to act – and how not – by always judging your work – praise or repulsion – or organizing your whole life? We all know this feeling and we know that we don't want anything, that we suffocate, that it's not nice.
Maybe we talk about your needs, we don't hesitate. And even if it’s hard, you’ll also be able to know what you need, what’s best for you, or how you can get your best version, but being so or knowing that it’s that way doesn’t ease the feeling. Because the problem is not in the will of your intentions, or in the wisdom of your proposals, but in the gesture of having entered the sacred field of freedom and the decision that only our own needs.
The intention of someone who is constantly telling you where to go, what (not) do, how to act or how to live is always to channel you, and in that purpose you can always appreciate the contempt of what you are: if you want to change so much, anyone who has been in that situation feels that it is not acceptable (and loving) as it is. And that creates pain, of course.
It's easy: we don't relate to children like we wouldn't find acceptable to us.
If it is obvious that living with an educator or educator, how have we accepted and institutionalized this figure for children and young people? Why do we accept what we do not want for them? What do children have to want it or need it? Why do we naturalize the idea that children need educators to live and learn? What would you feel if you knew that this figure was created thinking about yourself? Do you not feel that there is much to change in your way of doing, so much, in which you have had to put an educator?
Being the time of development, being the time when more things are learned, or being the first time of almost all things is not the reason why you have to change the nature of the relationship. They are small and have a lot to develop, learn and live, but in their little one they want to relate to the environment and to others. Accepted senses are holders of their fundamental freedom, learning according to the consequences of their good and bad decisions, with a growing responsibility as age increases.
They also want to surround those who have shown that they don't want to educate them, but they know that they help them along the way, because children, like us, prefer commuters than educators. They will interact with, engage in relationships and accessions, learn new ways, know new realities, live, grow and develop naturally.
They're small and they need more of us. But only in this respect should the children's age condition their relationship with them: that with a lower degree of autonomy they need more our presence, our help. Let's take care where we said education, but that's it.
It is also easy: we do not relate to children as it would not seem acceptable to us. And don't ask people like we're fellow travellers or educators.
Bidali zure iritzi artikuluak iritzia@argia.eus helbide elektronikora
ARGIAk ez du zertan bat etorri artikuluen edukiarekin. Idatzien gehienezko luzera 4.500 karakterekoa da (espazioak barne). Idazkera aldetik gutxieneko zuzentasun bat beharrezkoa da: batetik, ARGIAk ezin du hartu zuzenketa sakona egiteko lanik; bestetik, egitekotan edukia nahi gabe aldatzeko arriskua dago. ARGIAk azaleko zuzenketak edo moldaketak egingo dizkie artikuluei, behar izanez gero.
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