A year ago almost to the day, I wrote my first post on this blog, The Meaning of Meraki, shortly after being acquainted with the word itself. Fitting, that this month I received the necklace above from my family, who had it specially made for my birthday, recognizing what this word has come to mean to me.
Meraki…the soul, creativity or love you put into something. The essence of yourself you put into your work.
I am not sure I can truly explain or articulate my love affair with this word. It just is. I love what it means and what it stands for. I love the way it looks on a page. I love how it found its way to me. I love that it is of Greek origin and it is one of those words that has no direct translation in English. I love that since being introduced to it I have found many other fascinating untranslatable words, some examples you can read about here. I love that I think about it often. I love that I have witnessed what I deem as real life examples of the word’s essence in people who are obviously passionate about their jobs, their hobbies, and their life, which have included; artists, athletes, musicians, inventors, chefs, students, and educators I have encountered over the past year.
It is a blessing and gift to find passion, joy, reward, and love in what we do and how we spend our time. This past weekend, I came across another great example of this in reading Shelley Moore’s book One Without the Other: Stories of Unity Through Diversity and Inclusion. This book is a must read for all educators. It explores how inclusive education can increase the learning and life chances of all students. After reading the book and looking further into some of Shelley’s work online, one thing that becomes quickly apparent is her strong experience base and her true passion for children and education. She is a master storyteller who appears to leave much of her heart and soul in all that she does. She has most certainly found her meraki, and through her work, shares her voice to inspire that in others.
In the book, Shelley Moore, suggests a definition of inclusion in which there is no “other”. Instead, she states, “ We are diverse, all of us. We all have strengths, we all have stretches and we all need to get better at something. The difference in teaching to diversity, however, is that we don’t start with our deficits, we start with our strengths.”
Imagine the possibilities if we organized our students by strengths instead of most schools’ traditional model of deficits. Imagine the possibilities if we supported our students in their quest to find their passions and fuel their interests. Imagine if schools were places that relentlessly sparked the inspiring artists, scientists, engineers, musicians, poets, designers, inventors and makers in our midst with regular opportunities for creation and exploration. Imagine the possibilities if we gave learners the opportunity to explore these interests using a student driven, personalized learning approach that honoured voice, choice, and autonomy. Imagine if innovative programs like High Tech High and inquiry/interest based initiatives like Genius Hour were the norm in our schools and not the exception. And imagine the possibilities if ultimately, as educators we served as guides in supporting our learners in finding their own sense of meraki.
This week I received a gift; a beautiful piece of jewelry, envisioned by my 13-year-old daughter capturing a word, a concept really, that means a lot to me. However, the real potential gift is the realization of the meraki that lies within all of us.