Come Sit in My Tipi*

*(Accepting that there are at least three different ways of spelling the word, and that the first recorded writings have it as ‘lodges’ anyway, I ask for your indulgence.)

Indigenous peoples are most likely to view our world as Mother Nature, a world to be loved and respected, where all are interdependent, and as humans our place is not especially significant: we are a tiny cog, and, in the great scheme of things, not that important a one. The more prevalent Western perspective of world and its resources as commodities for profit, is as opposed to this view as it is possible to be. It is a dreadful irony that our way of thinking crushes their way of life, tramples their philosophy, and endangers the very existence of us all. But there is much food for thought.

Although usually represented graphically as a pyramid, that it not how Maslow saw his hierarchy of needs. His 1943 paper “A Theory of Human Motivation” describes rather an overlapping set of needs sharing concentric or coaxial properties. The conical shape envisaged by pulling up the central point would, in 3D, resemble the Tipi homes of the Blackfoot people on which he based his study and drew many of his conclusions; however, those of a certain age will remember the Spirograph. Overlapping circles with shared sections and discrete spaces is a much better visualisation of his intent.

If, as he proposes, all humans are motivated by five basic categories of needs: physiological, safety, love, esteem, and self-actualisation, it seems naive to think of a lock-step approach where, like gamers, one level must be completed before the next is opened up.

In his theory, the ‘higher’ needs begin to emerge when the preceding are satisfied. How can I really love when I feel unsafe? Despite, the fact that later research does not support all of Maslow’s ideas, experts agree that he was right in much of what he proposed.

We all know that when we are hungry, it is food that occupies our thoughts. Concentrating on other things becomes difficult. Having social interactions, feeling loved and loving others is harder if we are cold and hungry and insecure. Nevertheless, being cold ‘together’ is better than suffering alone.

So, the pyramid doesn’t work. Yet, any search for Maslow is accompanied by that graphical visualisation.

But that does not suggest that his theories do not apply, merely that their representation is flawed.

Whatever criticism is levelled at Maslow’s theory, it was at least his. It beggars belief that Bloom is trotted out ad nauseam as the way forward in Education. The ever-so strictly hierarchical scheme is named after the chair of the committee (yes, committee) that came up with it. If ever there was an open door to scepticism . . .

The taxonomy was driven by those who desired to have a model for the design of curricula and examinations. It is hard not to picture fish riding bicycles and elephants climbing trees.

I particularly object to the re-classification of the top tier as “Create” rather than Synthesise. It smacks of making the language easier so parrots can repeat it.

There is some merit: but only some. The stages, steps of the pyramid: Remember, Understand, Apply, Analyse, Evaluate, Create. I remember being told, after relentlessly pressing a teacher for explanation, that I did not need to understand, I simply needed to follow the instructions. “Why” did not matter. I must just accept that it was so. That acceptance, reluctant though it was, that my teacher knew better than I did led to further learning and later I understood.

As an English teacher, I find myself telling learners, “Yes, I know you were told that you can’t start a sentence with ‘because’, but . . .”

The point is that young people are told that by primary teachers because the understanding required to start a sentence with because - and not make a pig’s ear of it - is complex and demanding. One need not always understand in order to apply.

I do understand that greeting each learner as they come in makes a real difference. Knowing their names and checking in with them in a genuine way changes the dynamics in lessons. If anything, this connection is deepened by the current pandemic. I now hand them a wipe for their desk. They could, of course, rip their own from the roll, but handing them individually allows me a moment with each one. Even if it’s only to check that they’ve “skooshed” the hand sanitiser, I connect with them and they with me.

I do recognise that, sometimes, slipping a biscuit or two to a hungry youngster means that they are able to concentrate on their work much better.

Feeling valued within the class has a transformative effect on many youngsters. One class I teach this year share their failures with as much pride as their successes because they recognise that we are learning ‘together’. I love that class. They are nowhere near the most academic, they are not high flyers - we do an awful lot of flapping for very limited lift; however, we do it together and we are all moving forward.

This week, one learner said, when asked to share his answer, “It’s probably rubbish but here goes -“. The very fact that he had no qualms about offering his opinion made me smile proudly. To have a class ethos so supportive of each other shows how safe they feel.

Seeing the beaming pride when I told a learner that I was impressed with her AVU presentation, and seeing the spring in her step as she left the room made me beam too.

Given that we must have all windows and doors open for all lessons, homeostasis requires having extra layers. I’m lucky that I tolerate cold much better than heat; however, November, December , and for some reason particularly February, are not months I look forward to.

The Blackfoot people’s philosophy that we are all part of the big picture, that it takes all of us make the world work, that we all contribute to making things better for all of us, is one I support. If self-actualisation is “being the best version of yourself”, I am working on that. Hopefully, I am bringing some of the young people I have the privilege to teach along the same pathway too.