When did we give away our power? I found myself pondering this question at the prompting of a graduate student who was sitting in my office, eager to soak up every drop of insight I could offer. It was an excellent question, rooted in what I knew to be his complete sincerity and a palpable longing to make a difference in the world.
My answer rang cynical as it reverberated through my consciousness- how can you give something away when you never had it in the first place? As I reflected on the various leaders with whom I’d worked over the years, I was left with a general sense of disappointment, potential unrealized in so many ways.
I offered that true power comes from a place of clarity, some value or proposition that one knows to be absolutely and unequivocally true. Powerful people are able to steward a mission, an idea, or a contribution- holding it up, creating a path forward, dodging distractions, and elevating everyone in the process, moving us collectively toward a better and more enlightened place.
While non-traditional, this conceptualization of power does not preclude one from earning a good living or rising to a position of influence. On the contrary, it supports many of the familiar trappings of success that society craves. But it does so in a way that is fundamentally different, flipping one’s locus of influence, elevating the importance of ideas, and the skills and competencies needed to steward them.
How do we cultivate this re-imagined notion of power? By providing students of all ages with opportunities to delve within, exploring their own gifts, talents, and passions while developing a sensitivity and responsiveness to the people and world around them.
Central to this vision is the role of teachers, professors, and adults of all kinds. For while the delivery of information and knowledge remains important, the new frontier calls for the creation of opportunities for students to connect with new situations, contexts, and challenges- stretching their understanding and skills, building their sense of power and agency. And above all it calls for mentors- powerful people who can harness their own strengths, connections, and experience to support the cultivation of students, putting them at the center, helping them prepare for their place in the world.
As (higher) education contemplates the next phase of its evolution, working to remain relevant and responsive within a quickly changing landscape, student outcomes and competencies will continue to guide us. But until we are able to elevate our notions of power and success, we will continue to miss the mark in helping students navigate and prepare for academic and career pathways.
Clearly, helping students to find their impact stands as a noble and important goal toward which we should strive. By preparing strong and powerful graduates we will support not only their own success, but ultimately a better and more enlightened world for all of us to experience and enjoy.
-For Andrew Tabashneck
Mara B. Huber, PhD 