Why don’t they teach children how to listen in school?
After all, they teach them how to write, how to read, how to count, and how to present information. Yet there are no lessons in listening.
The reason could be because formal teaching methods developed from an approach based on requiring the student to sit silently and absorbing information because this is the most efficient way to communicate from one person to a classroom full. In other words, formal teaching is a broadcast medium. In the same way as we absorb information from the radio, were there is no possibility of a two-way dialogue. In school, listening simply requires using ones ears to take in information. It doesn’t mean to understand the person talking; it doesn’t mean taking into account their body language or intonation. It doesn’t mean asking for clarification or checking for meaning. All that is required with this approach to learning is to process words.
In the 19th century schoolroom, when a child was told to listen it meant something very different to what we think of as listening today – active listening – but this difference has not been acknowledged or recognised. “Listen to me” means “be quiet, I’m talking”, not, “understand and appreciate what I am saying and the meaning behind it.”
We have not recognised that what we mean by listening in the 21st century, differs from what was meant by listening in the 19th century. Listening has evolved, but we have not evolved our method of teaching children to master this skill.
In the 19th century listening was not a skill to be developed, it was naturally within the capability of anyone with a working pair of ears and a brain sufficiently developed to act upon the instructions or data it was receiving through those ears.
Children are now encouraged to explore the world in a much more active way: learning by experience, using kinaesthetics and questioning as well as the traditional listening and watching methods. They therefore need to widen their capabilities of interpretation. There is much more subtlety in the way information is made available and when they question people as part of the learning process they need to be able to interpret the answers they are given. Language and communication is far less literal these days and so much of meaning is communicated other than through words. Listening requires more than the ability to use the ears. It also requires use of the eyes, the heart and focused attention.
In the workplace many leaders fail to listen effectively; to be empathic and sensitive to the needs of those around them so that they may be able to support them. Many managers simply don’t know how to listen to someone and let them know they have been heard.
This is partly because we are told (I use the word “told” deliberately) to deal in solutions, not problems. Problems are to be solved, minimised. They are not to be accepted, lived with, acknowledged. We don’t dwell with problems, we don’t familiarise ourselves with them so we can truly understand their nature. We glimpse them and then we remove them.
I think pace has something to do with this. We don’t give enough time to truly listen to someone. To let them really explore what it is that is troubling them. We’re too busy so we try to give them solutions or encourage them to “cut to the chase”. The chase isn’t the important bit. It’s the process before the chase that is important. Our stories are swiftly heading to “Once upon a time, the end”. We’re losing the important stuff. And that means that as individuals we don’t attend to what is troubling us, because we look weak if we do. We ignore those worries, we sweep them under the carpet.
But it’s not just that.
It’s also because we simply don’t know how to do it. If we teach our children to listen – properly listen so that they understand – then maybe the next generation will grow into a more patient, compassionate, understanding, tolerant, accepting people than we are. And not just with others, but with themselves as well.
Posted by Nick Gendler 