“The Soul’s Code: In Search of Character and Calling” By James Hillman 334 pages Random House Have you read an interesting book relating to education that you would like to review for the Learning Exchange? Let us know

“The Soul’s Code: In Search of Character and Calling” By Nicole M. Elliott Los Angeles Educational Partnership I RECENTLY MET WITH A SMALL GROUP of reform-minded educators for what would be the first of an on-going series of monthly book club meetings dedicated to the ideals of intellectualism and scholarship in educational discourse. Our club’s first selection, “The Soul’s Code: In Search of Character and Calling” was a No.1 New York Times bestseller in 1996. It was chosen as a starting point based upon the author’s willingness to challenge commonly held beliefs about the nature of the development of the individual. As educators, this issue is of particular relevance, for it forces us to examine the ways in which we perceive the individual character and experiences of our students, which in turn, affects our impact on their academic lives. James Hillman’s theory of development is one that deviates significantly from his professional background as a psychologist, yet is true in many ways to his work as a Jungian analyst. In his book, he heavily criticizes the nature vs. nurture (or heredity vs. environment) theories, which are widely accepted by popular psychology to explain the development of individual behavior. He believes that by allowing a child’s destiny to be determined by genetic make-up, or more importantly, by the influences of a traumatic family life, we reduce a child to being a mere victim- one without the means or wherewithal to alter his/her life options. Instead, Hillman favors the “acorn theory”, which holds that each individual is born with a daimon (in-dwelling spirit) which assigns the core character to an individual before birth. It is this daimon, according to Hillman, that also predestines the calling that will be placed upon an individual’s life and equips an individual to fulfill his/her life’s purpose. In criticism of the limitations of developmental psychology, Hillman believes “You are not a process or development. You are that essential image that develops, if it does”. Hillman asserts that the acorn theory provides us with a way of viewing children which does not rob them of their essential selves nor require them to stifle their innate urges and interests at the risk of being labeled dysfunctional by psychological measures. He challenges us as educators to “view each child as a gifted child filled with data of all sorts, gifts peculiar to that child which show themselves in peculiar ways, often maladaptive and causing pain.” In his opinion, as long as we look to psychological measurements to determine what constitutes “normal” child behavior, all children who deviate from these norms will continue to be classified as deviants. Therefore, in line with the acorn theory, the role of nurturing adults in the form of parents and teachers is to make room for this budding daimon as it begins to show itself in unique and extraordinary ways. This approach may sound acceptable in theory, but how does it apply to a teacher standing in front of a classroom of thirty students, each with a unique and extraordinary character? As the members of our reading group reflected upon and analyzed Hillman’s theory from an educational perspective, it became quite evident that it provided more questions than answers. Is it the teacher’s role to discover a child's calling? How can a teacher respect each student’s individuality while encouraging the conformity that is necessary to maintain classroom discipline? How can we fulfill our role as educators and get to know each child as an individual? Perhaps the most challenging point the book caused the group to consider is whether or not most teachers truly have an appreciation for the different ways in which students make connections, grow or develop. These issues will be discussed again in depth during next month’s meeting and specific strategies will be identified to address each concern as it relates to classroom practice. One of the most controversial arguments made by Hillman is that parental influence on child behavior and development is a fallacy. He believes that a parent’s action or failure to act has little to no direct effect on the outcome of a child’s life and/or options. This is a stark contrast to the beliefs we hold as educators in one of the most troubled school districts in the country. Every reform effort or support initiative has recognized the need to assist in the development of parents as a precursor to the preparation of children as able learners and productive citizens. Countless research studies have shown a direct correlation between parent education, income and stability to student access and opportunity in school and in life. Children whose daimons are able to overcome difficult family lives to achieve success are unfortunately the exception, not the norm. Although there is some disagreement surrounding the validity of Hillman’s theory, we generally agree that it is worthwhile to explore ways in which the environmental development theory could be combined with the acorn theory in a way that would make school a more meaningful experience for both students and parents. For everyone involved, “The Soul’s Code” definitely sparked the type of questioning and debate that is critical for those who are committed to discovering new ways to view children and to access their latent potential. Reading groups are an excellent way to sharpen your awareness of current issues and debates in education, as well as a great way to make new acquaintances with common interests. If you are interested in starting your own education book club, read “The New York Public Library Guide to Reading Groups” by Rollene Saal.