Yesterday I went to Berlin’s Museum for Natural History and admired both the expositions of the T-Rex Tristan Otto and of Spinosaurus. I took time to draw part of Tristan’s skull, that was wonderfully lighted; Spinosaurus was equally well displayed but I wasn’t able to find a good place to sit/stand for the time I needed to draw it.
I’m glad to have taken time to draw again, after many months; I plan to keep a more regular schedule and draw a little – more often. More to come on my Flickr page and here in the blog!
I was very inspired by K’s blog post about teaching and understanding other living beings (people and animals that people find similar enough to them to be able to establish communication).
I should quote the whole post; except a few references to her own life, all her words could have been written by me as well. I am astonished at how our minds wander in the same landscapes, along several years now; I find her thoughts written almost at the same time when they surface in my mind.
I wish to append another line of thought to her reflections. Now that I am fine with not judging, with a gentler way of helping others find their way, when should I do that? I am very often confronted with clashes of ideas between me and my current pupil(s). One clever “trick” is to offer an apparent choice. For example I a young child to walk in my same direction, and he shows that he wants to go another way. Then I can offer the choice to go in hand with me or walk alone – in both cases, in the direction I have chosen.
This solution avoids conflict and still gives the child the possibility to make a choice. Still, not the one he initially wanted, the choice of direction. I am sometimes myself (yet) too unsure myself, and I am not able to drop the child’s idea in favour of mine. Maybe is a matter of experience and time, but I don’t want to become a guide that is too sure of his own ideas, and drops others’ ideas by default. I wish to keep doubt about my judgments for a little longer.
Of course it very much depends on how crucial are these choices. If I am reasonably sure that the child is leading a happy and fulfilled life, and at one moment of the day just wishes to play a little longer, sleep some more, scream and sing aloud, I don’t feel too guilty if I limit his liberty for a moment with my decision (the more, when there is a small life lesson attached). But I want to keep an eye always open for the cases when a disobedience is a sign of something deeper, that requires attention and not simply correction.
There is something of that kind also in my orchestra, where the conductor has (always had?) the ability to let us comment on a piece and tell him how we want it to sound like. This doesn’t diminish the respect we have for his opinion, quite the contrary.