The Intellectual Environment

The intellectual environment refers to the environment and set of norms around the way that children create, receive, and collaborate in the construction of information. In this post, I want to invite us to consider whether our intellectual environment is centered on adults or children.

An adult-centered intellectual environment says that adults:

• Know best.

• Hold authoritative knowledge.

• Determine valid ways of demonstrating/sharing knowledge.

• Goal: “Being right”

A child-centered intellectual environment asserts that children:

• Can be intellectual authorities.

• Hold valid knowledge.

• Demonstrate knowledge in a variety of meaningful ways.

• Goal: Arriving at and negotiating understanding.

The intellectual environment is something that we create with our children. Again, the environment is co-created! This means that there are going to be aspects of the intellectual environment that are going to be grounded in and centered on adult authority. However, there ought to be moments, times, and initiatives dedicated to promoting and privileging the children’s knowledge and understanding. After all, we are not in the service of inculcation, but rather of providing space, as a colleague once mentioned, for the child.

Indeed, Teacher Tom writes beautifully of the agreements that his children made over the years. Through these agreements—principles ‘agreed’ upon by the children—many of the adult concepts of what it meant to have a safe and inviting environment were also addressed. 

Through intentionally working to give agency to children in the intellectual realm, we not only allow ourselves to be impressed by children, but facilitate an environment where children have power and confidence in their efficacy and knowledge. Finally, we also learn that we have a lot more in common with children via our shared humanity than we might otherwise appreciate.

What might this sound like? Here are a few examples.

If a child says: “Giraffes live in the water! I saw one drinking water! I didn’t see the fins though.”

You might respond: “You say that giraffes live in the water. I wonder, where could we learn more about them?”

What this does: Invites the child into a way of finding knowledge themselves. For example, by using an app, book, or website, the child will not only learn about actual giraffe habitats, but also gain a valuable tool for future information-seeking.

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If a child says: “Well, last night my frog went to outer space!”

You might respond: “Oh! Your frog went to outer space? How did it get there?”

What this does: Sometimes a child is exercising their capacity for humor, weaving together multiple interests or lines of thinking, etc. Don’t be so quick to “correct”. Perhaps the goal isn’t to be factual or right. Privileging so-called facts is an adult-imposed construct and redirecting the child’s assertion tells you nothing about their deeper thinking but only shuts them down.

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If a child says: “Look! My art is two yellow lines, a big squiggle, and my doggie!”

You might respond: “Oh! Your artwork is “Two yellow lines, a big squiggle, and your dog! Where might I write that for you so we don’t forget?”

What this does: It allows the child to name their work, using their own words. Positions adult as an apprentice, as someone who is helping the child to articulate and solidify their vision.

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Closing Thoughts.

As with any environment, so too with the intellectual environment, the needs and parameters are constantly changing. However, with a little intention, we can go a long way to empowering our young ones to be confident as they move within the world.