Bill Ayers

Greetings, thanks, and congratulations ‘08!

Happy graduation!

I’m honored to speak to you on this special occasion, humbled to share this platform with your two dazzling classmates, each of whom articulated the deeper meaning of this moment in terms that are achingly real. What struck me most was the intensity of their stories, the joy, the struggle, the sense that today represents a community triumph, the collective effort of teachers and parents and loved ones and children and sisters and brothers. Everyone in this room is part of the accomplishment of these fine young people because everyone is connected in the intricate web of relationships and struggles and shared hopes. Martin Luther King, Jr. said it this way: “In a real sense all life is interrelated, all humanity is caught in an inescapable network of mutuality, united in a single garment of destiny. Whatever affects one directly affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be.” This is the reality, and so we applaud the graduates, and, at the same time, we appropriately applaud everyone else in the room.

Congratulations!

The New City High School has been a special home for you in these last years, and it is worth noting that it is a place powered by a particularly precious ideal—the belief that education, at its best, is an enterprise geared to helping all human beings reach the full measure of their humanity, inviting you to become more engaged, more thoughtful and powerful, more fully human in your pursuits and your projects. That ideal—always fragile, never easy nor simple, always, always revolutionary and never more so than today—is central to achieving an open and democratic society. And like democracy itself it is an ideal that is never finished, never finally summed up—it is an aspiration that must be defended vigilantly, fought for ceaselessly, and achieved anew by every individual and each successive generation.

A school like this one wants you to grapple—both now and in the future—with a question central to the spirit and heart of democracy, a question both simple and profound, straight-forward and twisty: what’s your story?

All human life, of course, is in part a story of suffering and loss and pain. When that pain is preventable, that suffering undeserved, we resist, and in that resistance is another common-place in our human story.

Sometimes our stories are ignored or diminished by others, sometimes we are seen through the lenses of stereotypes and labels, our undeniable and indispensable three-dimensionality suffocated and diminished, our hopes handcuffed and our possibilities flattened and policed.

It’s here that you draw on your education, on our own mind and your own spirit, to lift yourself up and beyond the negative and the controlling. What’s your story? Who are you in the world? What in the world are your chances and your choices?

Telling our stories, trusting our stories, and listening carefully and empathically to the stories of others is part of the work of democracy. Everyone counts, and nobody counts more than any one else. In a real democracy the full development of each is the necessary condition for the full development of all.

What’s your story? How is it like or unlike other stories? Of course, you’ve now written your high school story—the good and the not-so-good, the beautiful and the weird—and that story is in the books.

But what’s next? What will you do now, as the poet Mary Oliver urges, with your one wild and precious life? What is the next chapter going to be, and the chapter after that, and after that? No one knows for sure, for only you can write those next chapters—and even so, only partially, for every life is also a dance of the dialectic, a sometimes difficult negotiation between chance and choice.

Stuff happens, and some of that stuff we can’t control. Still, education urges journeys—voyages of creativity and construction. So let’s focus on choice, the things you can decide to do or not to do here and now. And let’s keep it simple, again channeling Oliver, and lets call this three simple steps to the next chapter in your story.

Step 1. Pay attention! You cannot be free if you are living in a bunker— a barricaded space of your own or any one else’s creation. Open your eyes. Get out more. Your family, your faith community, your neighborhood, the United States—these are all fine starting points, but they are not the end of it. Reach further. Get in dialogue with different people, people with unpopular ideas, get in touch with a world outside your own beneficent (but limited and limiting) dogma. See how things look from another perspective. Take risks to see more and know more—the payoff is your own freedom. As Bob Marley sang: Emancipate yourselves from mental slavery, none but ourselves can free our minds.

Step 2. Be astonished! There’s so much beauty in the world, some days it will make you ache. There’s so much unnecessary suffering and undeserved pain in the world, some days it will make you weep. Love the earth and the sun and the animals. Embrace the humanity of others. Despise riches and hate tyrants. Walk freely with the downcast and the despised. Love life. Be astonished.

Step 3. Trust your story! Intentionally, deliberately, with devotion and discipline. Act on what the known demands of you. Write it up, write it down. In a culture that seems to worship celebrity, always choose accomplishment instead; in a society that settles for stereotype, always choose to see yourself and others as an infinite universe of possibility.

That’s it—three simple steps—and it adds up to this: Love everybody! James Baldwin insists that love can take off the masks that we hide behind, love asks us to see beyond ourselves. I use the word love here to mean more than a superficial and personal sense of being “made happy.” No, I mean love in the way Baldwin used the term: love as a state of being or a state of grace, love in the tough and universal sense of quest and challenge and daring and growth.

Care about other people—really care—and be willing to sacrifice something of yourself in the tiny, unsung, unsexy ways every day that make life bearable. Give assistance and advice to everyone who asks, no exceptions. Devote your income and labor to others.

So in this election year, and in the years to come: VOTE LOVE!

For all kinds of people in all kinds of circumstances.

Embrace a new world in the making, and dare to taste it with a kiss.

Just Vote Love!

—-Bill Ayers

Charles Dickens published Hard Times in London in 1854—that’s over 150 years ago. In the opening paragraphs, Dickens describes with fierce precision the first thing future teachers need to know. This is the fraught world of 19^th-century English schooling, remarkably like the one new teachers will face in modern America:

“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, Sir!”…

The speaker, and the schoolmaster…swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

There is good news and bad news to keep in mind regardless of where you are in your teaching journey. The bad news first: You can’t be a wise teacher before you’ve been an innocent and naïve one, smart before foolish, experienced before inexperienced. Learning to teach takes time. You are a work in progress. Keep going.

The good news? You can hold onto your humanistic ideals as a teacher, negotiate the troubled waters of teaching, continue to grow, and learn for your entire life in classrooms. Committing to the task of continuous experimentation, investigation, inquiry, and study is essential. One way to proceed is to engage in an intergenerational dialogue with other teachers, a space for problem posing and problem solving, historical and theoretical considerations, storytelling and critical reflection.

There’s so much more to learn. Too often future teachers have experienced little more than a few courses in educational philosophy and psychology, the history of education, then the methods of teaching, and finally a synthesizing moment when everything is theoretically brought together in student teaching. This approach structures the separation of thought from action, rips one from another, and walls the mind off from the body, weakening both. It’s lazy at best, miseducative always. But worse, it ignores the humanizing mission of teaching.

The humanizing mission focuses on the humanity of students, multi-dimensional creatures with bodies, minds, hearts, spirits, and also hopes, dreams, aspirations, and desires. These are some courses we might have wanted to take in college: Turning Toward the Student as Fellow Creature (Not Dirt Bag of Deficits); Building a Republic of Many Voices Where Each Can Be Heard, Each Seen; Creating Community with and for Students and Families; Finding Critical Allies in Parents and Community; Developing Courage and Confidence; Becoming a Student of Our Students; Lifting the Weight of the World; Resisting Orthodoxy; Teaching Toward Freedom, How To.

There’s a message here, of course, about what is to be valued and hwy, just as the message in the existing standard curriculum tells us what is to be valued and why. I want teachers to resist the mindless and the soulless in teaching in favor of attention to the ethical and intellectual dimension of their efforts. I want teachers to be aware of the stakes, aware as well that there is no simple technique or linear path that will take them to where they need to go, and then allow them to live out settled teaching lives, untroubled and finished. There is no promised land in teaching, just that aching persistent tension between reality and possibility.

I want teachers to future out what they’re teaching for, and what they’re teaching against. I know I want to teach against oppression and subjugation, exploitation, unfairness, and unkindness. I want to teach toward freedom, for enlightenment and awareness, wide-awakeness, protection of the weak, cooperation, generosity, compassion, and love. I want my teaching to mean something worthwhile in the lives of my students and in the larger worlds they will inhabit and create. I want it to mean something in mine.

I want future teachers to commit to a path with a certain direction and rhythm: Love life, embrace your students, breathe in and breathe out, love your neighbors, open up, listen, love yourself, be generous, act and doubt, learn from your students, question everything, talk with everyone you meet, defend the outcast and the despised, challenge and nourish yourself and others, become a student of your students and allow them to become a teacher to their teacher, seek balance. I want future teachers to develop a wild and eclectic and dynamic list they can refer to when the night is dark and they feel themselves to be far from home. Here is Walt Whitman, in one of his many prefaces to Leaves of Grass, offering advice to his fellow poets:

This is what you shall do:

Love the earth and sun and the animals, despise riches, give alms to everyone that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number for men, go freely with powerful uneducated persons and with the young and with the mothers of families, re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency not only in its words but in the silent lines of its lips and face and between the lashes of your eyes and in every motion and joint of your body…

That’s a list to laminate and carry along in your backpack, a list to tape to your wall. It’s written to poets, but it stands as advice to free and future teachers, too, a nice start to our own lists. The important thing is this: Don’t let your teaching life make a mockery of your teaching values.

Teaching for social justice might be though of as a kind of popular education—of, by, and for the people—something that lies at the heart of education in a democracy, education toward a more vital, more muscular democratic society. It can propel us toward action, away from complacency, reminding us of the powerful commitment, persistence, bravery, and triumphs of our justice-seeking forebears—women and men who sought to build a world that worked for us all. Abolitionists, suffragettes, labor organizers, civil rights activists: Without them, liberty would today be slighter, poorer, weaker—the American flag wrapped around an empty shell—a democracy of form and symbol over substance.

Rousseau argues in regard to justice that equality “must not be understood to mean that degrees of power and wealth should be exactly the same,” but only that with respect to power, equality renders it “incapable of all violence” and only exerted in the interest of a freely developed and participatory law, and that with respect to wealth, “no citizen should be so opulent that he can buy another, and none so poor that he is constrained to sell himself.” The quest for equality and social justice over many centuries is worked out in the open spaces of that proclamation, in the concrete struggles of human beings constructing and contesting all kinds of potential meanings within that ideal. Nothing is settled, surely, once and for all, but a different order of question presents itself: Who should be included? What do we owe one another? What is fair and unfair? And always, the enduring questions in education: Education for what? Education for whom? Education toward what kind of social order?

If society cannot be changed under any circumstances, if there is nothing to be done, not even small and humble gestures toward something better, well, that about ends all conversation. Our sense of agency shrinks, our choices diminish. What more is there to say? But if a fairer, more sane, and just social order is both desirable and possible, that is, if some of us can join one another to imagine and build a participatory movement for justice, a public space for the enactment of democratic dreams, our field opens slightly. There would still be much to be done, for nothing would be entirely settled. We would still need to find ways to stir ourselves from passivity, cynicism, and despair; to reach beyond the superficial barriers that wall us off from one another; to resist the flattening effects of consumerism and the blinding, mystifying power of the familiar social evils (such as racism, sexism, and homophobia); to shake off the anesthetizing impact of most classrooms, most research, and of the authoritative, official voices that dominate the airwaves and the media; and to, as Maxine Greene says, “release our imaginations” and act on behalf of what the known demands, linking our conduit firmly to our consciousness. We would be moving, then, without guarantees, but with purpose and hope.

Education is an arena of struggle as well as hope—struggle because it stirs in us the need to look at the world anew, to question what we have created, to wonder what is worthwhile for human beings to know and experience—and hope because we gesture toward the future, toward the impending, toward the come of the new. Education is where we ask how we might engage, enlarge, and change our lives, and it is, then, where we confront our dreams and fight our notions of the good life, where we try to comprehend, apprehend, or possibly even change the world. Education is contested space, a natural site of conflict—sometimes restrained, other times in full eruption—over questions of justice.

The work, of course, is never done. Democracy is dynamic, a community always in the making. Teaching for social justice continues the difficult task of constructing and reinvigorating a public. It broadens the table, so that more may sit together. And we engaged what Bernice Johnson Reagan called “the sweetness of struggle.”