- Pattern Languages
- Liberating Voices (English)
- Liberating Voices (other languages)
- Liberating Voices (Arabic)
- Liberating Voices (Chinese)
- Liberating Voices (French)
- Liberating Voices (German)
- Liberating Voices (Greek)
- Liberating Voices (Hebrew)
- Liberating Voices (Italian)
- Liberating Voices (Korean)
- Liberating Voices (Portuguese)
- Liberating Voices (Russian)
- Liberating Voices (Serbian)
- Liberating Voices (Spanish)
- Liberating Voices (Swahili)
- Civic Ignorance (English)
- Digital Resources
Teaching to Transgress
Pattern number within this pattern set:20
IBM Research Hawthorne
Obviously, good teachers try their best to teach what they believe to be correct. Yet, the world changes so that what was true is no longer true and what was once irrelevant becomes important, even vital. Further, even with respect to things that do not objectively change, new knowledge is continually created. It is natural for students to identify with good teachers and to value their knowledge highly. A possible side-effect of this basically good process, however, is that the student may become reluctant to go against the teaching of their mentor/hero/professor. This reluctance occurs, not just with respect to individual teachers, but also with respect to the society as a whole.
The world is changing rapidly and critically. For example, the human population has exploded in the last few hundred years. The consumption of fossil fuels continues basically unabated despite the signs of global warming and the finite nature of these fuels. The incredibly destructive nature of modern weaponry means that fights for limited economic resources or over restrictive and doctrinaire religions can produce unprecedented levels of human misery. Yet, many individuals, groups, and societies seem just as conservative and rigid as ever.
Living organisms have existed on earth for at least 10**9 years while modern human institutions like government have only been around for about 10**4 years. Living organisms all have the capacity to change with each new generation both through mutation and re-combination. We would do well to emulate what has worked.
The United States Consititution, although a best efforts work at the time it was created, also carries within it, provision for change through Amendment and many of these have been critical to the broadening of American democracy to a wider range of citizens.
The Walking People (Underwood, 1997) describes the journey of one branch of the Iroquois Tribe over several millenia. In the process, they were forced to learn to accomodate to different physical and cultural situations. They developed numerous mechanisms both for retaining learned wisdom and for challenging and changing when new situations arose.
The need for challenge and change has probably never been greater. Nonetheless, there are many mechanisms that tend to prevent change. At the individual level, change can be uncomfortable. Typically, a targeted change in one area or domain also has unintended consequences not only in that same area or domain but in others as well. If an individual changes, this may require compensatory changes in those close to the individual. Thus, there is often resistance to change at the level of family and friends as well. Furthermore, there is often institutional resistance to change. Institutions, including corporations, work to keep any and all advantages that they already enjoy. Governments and religions also often work to keep the status quo.
Given the numerous levels at which resistance to change occurs, it is necessary to have active mechanisms that work toward change. The impacts of change need to be carefully evaluated however because not all changes, even well-intentioned ones work well.
In order to help prevent stagnation of knowledge, one useful strategy is for the teacher, as an integral part of their teaching, to teach transgression; that is, to go against the received wisdom — to test and rebel against it. The scope of such transgression should be wide and include all of a society's rules, prejudices, and attitudes.
Verbiage for pattern card:
Students identify with good teachers and value their knowledge highly. This might mean, however, that students might be reluctant to “go against” the teaching of their mentor/hero/professor. Teaching to Transgress actively questions and tests society's “received wisdom.” Teaching to Transgress helps instill the idea that societies must change and that we all have responsibility for promoting that change.
MOVE YOUR WORK FORWARD
Wait! There's more!!
You have accessed one of the 136 Patterns that can be used for positive social change. If you found this pattern useful, you'll probably find others.
Note that we don't tell you how to use the Patterns! You tailor them to fit your needs, your resources, your environment.
Each Pattern is part of the Liberating Voices Pattern Language, a collection of patterns. Each Pattern can be used individually or with others. The Pattern descriptions in the book are more extensive than the online ones here — or the physical cards (which are also available).
Click on any of the links below the Pattern image to see other Patterns that can help you move your work forward.
We are now translating the Patterns into as many languages as we can. If you'd like to help with this effort, please let us know!
Click on the links to see the patterns (short versions) that we've already translated.