In education, there is much to say about the importance of balance. This is especially true in a culture where there can be so many distractions. It is important for students to learn that there needs to be a balance in their lives. This is why Trinity-Pawling embraces the value of a holistic approach to education, when a student’s mind, body, and spirit can be nurtured and nourished. Such a holistic approach to education, in my opinion, not only acknowledges our access to multiple intelligences and multiple modes of learning, but it also leads to a life and love of learning. Balance is enriching.
With this said, though, I would also like to make the case for the importance of imbalance in learning and in life. As we grow, we are constantly in a state of imbalance. New, unfamiliar material is introduced. Academics grow more challenging. There are frustrations, and sometimes failures. Where answers once dominated, questions now loom. As new goals are established, there is a feeling of discomfort that comes from unfamiliarity. Mistakes are made. This, though, is all part of healthy growth. If students are always in a state of balance, they will not move forward. Rather, moving forward through growth necessitates a certain degree of imbalance.
Imbalance should neither be feared nor should it be isolated from the experience of the learner or the teacher. If we seek to protect our students, children, or ourselves from the necessary periods of imbalance, we thwart possibilities for substantive growth. Imbalance allows for vulnerability. It is precisely at these points of vulnerability that can lead to the most significant growth. Vulnerability can lead to revelation, resilience, and confidence. If we are constantly in a state of balance, however, we lose opportunities for such vulnerability and growth.
In schools, as in life, there is always a quest toward balance. But, an imbalance is a necessary ingredient in this objective and should not be feared. It is in the interplay between balance and imbalance where true growth is attained.
by William W. Taylor