There was a time when accumulating technical knowledge, cultural traditions, languages, and other specific information guaranteed a certain status of intellectuality, even for those who achieved these goals through “cheating,” “reading footnotes of books and magazines,” or even repeating “wise expressions” from various authors, known or unknown. A good catchphrase could impress and gather eager followers to applaud and recommend the one who uttered it. “- I spoke yesterday with so-and-so. He speaks very well!” On the other hand, regarding social, philosophical, and emotional values, the “cradle” was the great master. At home, one learned to share, to respect boundaries, rights, and duties. Thus, even “illiterate” people became important pieces within the social machinery, with roles seemingly less sophisticated than today’s, greatly contributing to various social groups with their thoughts on living and letting live.
Dialogues, always filled with opinions and debates about right and wrong, usually without a set time to end, awakened a sense that there was always something more to learn. People were not self-sufficient. People admitted needing others, especially for the differences and new interpretations they brought. However, this picture, not as old as some might think, happily or unfortunately, has been overshadowed by a kind of self-valorization culture at the expense of the exercise of constantly learning from the mingling of people and proposals not yet experienced (simply and fearfully trying to preserve their own ideas and roots). Those roots that formed from the aforementioned “cradle.”
Disregarding concepts and values just because “the world has changed” or “that’s a thing of the past” has become such a simplistic stance that it sounds ignorant. In this sense, it is interesting to observe a phenomenon that is beginning to take shape in the education of this second decade of the 21st century.
If on one hand, Basic Education schools, especially in Middle and High School, continue to value the individual in their struggle against probable enemies who want their spots in Higher Education institutions (which they believe will guarantee a safe and stable future), many of these same university institutions are beginning to engage in activities capable of awakening those concepts that a large part of families has stopped presenting and nurturing, believing them to be outdated or lacking time for such.
The inclusion of socio-emotional activities both in the formal and complementary curriculum of these institutions has enabled students from various professional areas
to connect with “people”; with individuals, cultures, and even needs (children, the elderly, people with disabilities, and others), facilitating the discovery of new and fundamental attitudes towards the world they are involved in.
The proposal, even in its early steps, is based on the concept that we are simply and solely stewards of our objects, abilities, and knowledge, and that we should feel pleasure every time we take this kind of action. Satisfaction, every time we offer and share what we possess, starting with ideas and ideals.
In the same vein, many companies, non-profit organizations, churches, and even social media groups have been proposing this blossoming of this human characteristic that, despite being underused, does not fade away in human beings.
Certainly, practicing ethical attitudes, coexisting with the new, without the need to despise traditions, and having the courage to engage with new people and knowledge is an excellent path in the prophylaxis of so many pains embraced by our soul, for there is no “doing for others.” What exists is doing for all of us.
So, what about you?
Are you one of those who need to be reminded of the “cradle” or to build yourself from a renewal in your daily experiences and coexistences?
GUILHERME DAVOLI
Psychologist, psychotherapist, professor, business and educational consultant, speaker, and writer.
www.guilhermedavoli.com.br