In 1995, the prolific warbler Neil Young (and members of Pearl Jam) released Mirror Ball. The album featured one Young’s iconic declarations of independence, “I’m the Ocean.” With a chorus declaring the title’s metaphysical conceit and lyrics probing smaller, stranger metaphysical comparisons (eg. “I’m an accident/I was driving way too fast), Young contrasts being a trivial, single thing (“I’m an aeorstar/I’m a Cutlass Supreme”) with being something as expansive, deep and meaning-full as the ocean itself.
Young’s song is, perhaps, a meditation on the 90s as the beginning of the fracturing of meaning and attention that has come to mark our contemporary existence. But more so, it is an exercise in the utter necessity of always writing our selves into the present in ways that both extend our individuality and acknowledge the reality that we are part of something much larger.
This recognition, that we are all part of an ocean of humanity and that we all have a tidal power to extend ourselves out and back again, this is one of the great mysteries of existence: That our individual self floats and drifts and surges amidst all other selves in the world. It makes us humble but also allows us to know the great power each of us has to change the world.
However, as Young’s lyrics reveal, developing a sense of ourself in this way is not an easy task. Such wisdom is hard-won, the process of struggle, of loss as well as success, and of many, many hours spent reflecting, talking to/with ourself…a silent, internal sounding of our own depths.
And for as important as such knowledge is to our own mental health and sense of well-being, there is little in most students’ school careers that helps them meet the self by itself and the self within our larger communities.
For most of my career as a teacher, be it in middle or high school, I’d always known that students hungered to better understand themselves. After all, what else is education for if not to better understand the self? For years I addressed this through stories, through philosophy, and through metacognitive exercises, and while all those had some meaningful effect, they never felt focused or cohesive.
And then, two years ago, I stumbled upon Project Wayfinder. The focus of this unique curriculum on understanding the self at the individual and community level has been instrumental in helping me to provide deeper meaning to the purpose projects that drive the way we learn in NOVA Lab. But more important, it has provided key experiences to recognize the critical role of community in our classroom. When students are provided with an open and understanding environment in which the entire community is driving towards a common but unique goal (to better know ourselves), they learn how to develop empathy and communication flourishes.
Oh, I realize I am only seven lessons into this unique curriculum, but I know enough to know when the tenor of a classroom changes. And even if some of the lessons in the year-long curriculum don’t work for all students, their belief in the importance of the overall goal of the project is, I think, strong enough to keep them focused on the need for others in the community to engage more deeply.
I’ve asked students to write blog posts reflecting on their work with Project Wayfinder so far. Below I’ve culled a number of quotations from their writing so that their own words might speak to the power of the project itself.
“WayFinder has proved to be more beneficial than simply planning out my career path. I have learned more about my personality and strengths, and thus more about myself. By obtaining this knowledge, I believe it will help me in my future career and relationships. —Emma C.
“[Wayfinder] Mondays are one of the best parts of our inNOVAtion Lab class, as they give me a time that I would not have otherwise had to think about my own desires and goals in life. Especially as I’m now applying to college, recognizing my own strengths and goals in life gives me such a good base upon which to base my essays and interviews.” –Andrew D
“The idea of living beyond the simplicity of school work and the all-too-familiar monotony of the workweek has been planted in our minds. The only way to really have direction in one’s life is to define what makes us tick–our purpose(s) and how we want to leave our mark. Wayfinder has done this for me.” –Ethan F.
“Project Wayfinder has slowly shifted my attention to parts of myself that before I wouldn’t share with people I didn’t know very well or even people I am very close with. It’s reinvigorated my passion in things that had been overtaken by other aspects of my life and brought them to the surface as bold as ever.” —Jane H.
“Project Wayfinder been a unique experience unrivaled by any other in my high school career. In school, we’re always working for a grade, molding ourselves to the machine in order to get to college and beyond. [In Wayfinder], we’ve had the ability to not only shape our minds and opinions but adapt our personalities and go on a path of self-discovery. Most teenagers don’t even consider who they want to be as a character in their story, but Wayfinder asks us to stare our future in the face and affords us the time to mold ourselves to our own personal goals. It’s been really inspiring to not only go through these activities but see how others have been impacted and adapted from the knowledge they gained during Wayfinder activities.” –Glen R.
“Project Wayfinder offers us learning not covered in any other aspect of the school system. At times this can be challenging but overall it is a very beneficial process. This allows me to take time and reflect on what I have done, what I want to do, and why these things matter to me. I personally do not do these things on a frequent basis, but this course brings a healthy cleanse of my pent up mental strain. Focusing on my goals and feelings is a foreign concept to me but has proven important. The course could not have come at a better time due to how now is the time where so many, literally, life-changing events are coming up. Whether this be college or academic prospects.
“Project Wayfinder is less about the specific answers it provides than the process. Instead of blindly doing things because I’ve always done them that way, I now regularly consider what brings me joy, what kind of person I am, and more. The power of Wayfinder, at least the early portion of the curriculum, is not to define one’s lifelong purpose, but to encourage the careful consideration that will one day result in one.” –Matt T.
“Students everywhere will tell you that the idea of curriculum is killing any sense of purpose they have, and Wayfinder knows this. So instead of trying to give you a book as a surefire method to find your purpose, they use the best tool available to anyone, other people. All the book does is give them better questions to ask. For example, instead of asking you for a definite answer to what you’d like to do, another person is prompted to ask you to tell a story about a time you’ve enjoyed doing something. Humans aren’t meant to spit out correct answers and know ourselves perfectly, we find ourselves through the stories we tell and the people we tell them to.” –Miles C.
“While Project Wayfinder is still a young product, I thoroughly enjoy it and think that it should be applied wherever it can. Not just innovation classes – other classes, other schools, workspaces; there is never a wrong time or place to find your North Star.” Valencia C.
“Project Wayfinder helps us succeed in the world rather than merely in the classroom. It shows us that no matter how different we are and how separated we are that we have a purpose and that our purpose is consequential to the world.” –Nicholette D.
“Project Wayfinder is a way to ask questions to yourself and find out who you are. Completing the exercises with integrity and wholeheartedness is vital to really discovering oneself and peeling back the layers to become more open and vulnerable. I thoroughly enjoy Project Wayfinder every week and figuring out more about who I am, little nuances about my personality, and how I can find my purpose.”–Aleesha P.
“Being only seventeen years old, most of my life has been dominated by my time in school. Because of this, when I think of my identity, I think “student,” but Wayfinder purposely tries to leave school out of the activities. I’m interested to see what the next lessons will bring, and how I will think of my identity outside of being a student.”