Spot of potential
“‘He’s a kid caught between two worlds,’ said Mr. Reilly — one that is virtual and one with real-life demands.” (Matt Richtel, “Growing up Digital, Wired for Distraction,” New York Times, Published: November 21, 2010) Reilly is Principal of Woodside High School, Redwood City, CA.
But, in the case of “this kid” Mr. Reilly “doesn’t worry,” and thinks that he will turn out all right. I suppose that he must think this way; Reilly has successfully raised $3 million for a media center at Woodside as part of a strategy to reach his students. This student’s own testimony is that he knows what is required to succeed and that is what he is concentrating on.
We don’t share the optimistic perspective of either the youngster or his Principal (and neither does his mother). His computer behaviors are habit, and its reward temporary. That is the conclusion borne out in principle and by our experience. Add another obstacle such as an early life experience resulting in foster care or adoption, separation or divorce of parents, neglect or abuse, and the potential for those habits to be successful or to be restored in favor of more useful, mature habits is diminished. (See: An Unchanged Mind, McKinnon, 2008)
That means that we must act as adults, across a complex spectrum. We do it when we do not place our relationships into “bubbles.” Not a “classroom” bubble, or a “sports” bubble, or “I’ll be home after work” bubble. We do it when the same adults who parent, also teach, and work with adolescents where our participation is essential for a good result: where progress today depends upon what was done yesterday, the day before, and the day before that, where the taking up and the leaving off are not suspended in midair without a means of support.
Students work with their minds and their hands, in a Robotics program that will lead to state-wide competition, with 4-H programs that involve horses, cooking, shop activities, presentation, and which depend for their results when only we are willing to contribute week after week.
We are looking for that spot of potential. It is located where doubt and clay converge. The adolescent, believing that adults have not done as they should have done, also knows that there is something adults ought to do. (Rom. 9:21 Does not the potter have the right to make out of the same lump of clay some pottery for noble purposes and some for common use?) The Potter does have his right so to make, and we likewise follow his example.
Thomas V. Jahl, Headmaster, Cono Christian School