Today, at the school where I teach, there was a discussion about governance. We are a small school, with perhaps sixteen full-time teachers and staff and a limited group of part-time employees. The school is undergoing a transition, has reached a stage in its development in which it is time to create new forms, new patterns of activity, new modes of organization and accountability. The pedagogical work taking place in the classroom is solid, substantial, relevant and creative. Many of the teachers have years of experience, and all are devoted to their craft of both sharing the content of the curriculum and inspiring the children to fulfill their utmost potential in all facets of life, whether it be social, intellectual, athletic or moral. However, there are many other responsibilities and duties that come with running a successful school. Public schools and well-funded private schools often have a team of administrators to accomplish the day to day tasks, the hiring and firing, the budget considerations, payroll, supplies ordering, record keeping, phone answering, admissions, licensures, insurance... the list goes on and on. Being a school that is neither funded by the government nor endowed with an excess of donated capital, much of the weight of these duties falls on the shoulders of the teachers. Without a healthy model of and participation in governance, this work ends up being tackled by a small group of devoted and incredibly hard-working individuals who, despite their most sincere and tireless efforts, are not able to accomplish all they would like. This is not a new challenge in the realm of organizations, but the solution needs to be new and dynamic. The time calls for it, and it is more important now, perhaps, than it has ever been. In the evening after our discussion at school, a melancholy tinged with anger slowly swelled in me and lingered, gnawing, and I could not quite make sense of this discomfort. Finally, I lay down in my bed, took one of the books from my bedside table, and almost immediately came across this quote from Rudolf Steiner:
If we allow things to take their course, in the manner in which they have taken their course under the influence of the world-conception which has arisen in the nineteenth century and in the form in which we can understand it, if we allow things to take this course, we shall face the war of all against all, at the end of the twentieth century. No matter what beautiful speeches may be held, no matter how much science may progress, we would inevitably have to face this war of all against all. We would see the gradual development of a type of humanity devoid of every kind of social instinct, but which would talk all the more of social questions.
This was in 1921 and the world-conception of which he speaks is one focused on materialism and intellectualism and devoid of any spiritual understanding. This struck me like a humungous plastic inflatable sledgehammer swung by a bitter teenager with vengeance directed toward me personally. This is why the conversation at school lingered with me in this way. Such opportunities for developing a new, vital and dynamic form of governance for our school are opportunities to impart essential social change within our culture. This is not about who does what job or who stays at school too late or who is the most selfless, this is about creating truly human social forms constructed out of love and service that will be the remedy for our increasingly diseased culture. If there is any trace of truth to the sentiment of Rudolf Steiner, the challenges we are facing in our culture today with its dramatic polarization and enmity between political parties and diverse social, ethnic and religious groups, will continue to increase. Such opportunities to create forums for human beings to interact in freedom, out of a gesture of love and service will become not merely opportunities but absolute necessities. The future is demanding we create; it is demanding we seize upon such a chance to devise a new model of governance for a school not as some administrative task, not a utilitarian exercise, but a highly spiritual act, a creative act imbued with beauty and nobility, one with consequences that can reverberate throughout our culture. The future may be difficult; we may be engaged in a "war of all against all;" but the "all" for which I choose to work is motivated by love, profound empathy and devoted creativity directed toward beauty in all facets of life. These are revolutionary acts in our times--a stroke of color, a subtly shaded curve, a relative minor, a gesture, an inflection, living thinking, an unexpected word. This is an invitation.