Mar 19, 2012

Disconnection and Isolation

March Break is over. Packed up and checked off. For some it meant a week in sunny places or for others a chance to spend days with their family.

For me, it was 10 days of disconnection and isolation.  I spent the break holed up at a cottage, with no internet, no television, a sketchy phone connection, alone.

It was the first time in a while where I was completely on my own.

It allowed me time and space to ruminate and reflect on the year that has been, but more importantly, it allowed me to develop/hone/enhance my thinking of what is to come.

It allowed me to organized myself, put myself in the proper boxes and ensure I’m ready.

It allowed me time to read, read read and write, write, write.

And so, I feel refreshed, re-centered, and ready to dive in to the murky world of connection and immersion.

 

But, when do our students disconnect and go into isolation? Is this only something we can appreciate as we grow older? Is the need for constant connection and immersion specifically teenaged?

My disconnection surely has me missing some Facebook status updates, lots of Twitter content, but generally, it is loads of information that is not essential to my self-concept. This is not the case for teenagers. Should we help them develop the ability to disconnect and to be comfortable in isolation?

We are incredibly social creatures, yet many of our deepest, most profound thinking is done solo. So, how do we foster this ability in our students?

I was disconnected and isolated for the past week and it has served me. When do our students get served this luxury?

1 Comment

  • It’s easy to become disconnected when you’re passionate about something. Instead of encouraging them do disconnect we should encourage them to pursue their passions and the disconnection will follow.

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