I have been done with the book for a couple months now and I have found myself constantly referring back to it or bringing it up in conversations. I have used it as a resource for other classes because I found that Robinson really touch on many different topics in his book, making it applicable to so many different ideas. My favorite concept in the book is the idea that you are never too old to find your element. When I first started reading the book, it was chalk full of examples of people who found their Element when they were younger. He rarely focused on anyone who was older. What I did not realize though is that Robinson was waiting to tell their stories in a chapter devoted to people who never gave up on finding their Element. As I read this chapter a wave of relief swept over me. While I participated in a lot (and I mean A LOT) of activities growing up, ranging from sports to music lessons to theater, I do not really feel like I found my Element. Did I enjoy all of these activities? Yes. I enjoyed them very much and learned so many valuable lessons. But I never found an activity that I was willing to blow off school and devote hours upon hours to become an expert. As it turns out, this is a misconception I had going into the book and Robinson makes an argument to the contrary.
Because of this, I find it refreshing that it is not all downhill as you get older. While being young does have its advantages when finding your Element, Robinson says, "But in other ways and in other areas, maturity can be a genuine advantage, especially, for example, in the arts. Many writers, poets, painters, and composers have produced their greatest work as their insights and sensitivities deepened with age." (203) While he does argue that most mathematicians accomplish the bulk of their work in the beginning of their career at a young age and musicians have learned the musical techniques when they were children, there are still areas where you can find your Element when you are older. In fact, making strides with your Element might be more conducive to advanced years because you have more life experience and practice. This is comforting to know that all is not lost once you are older. You don't have to look back at your younger years and believe that you accomplished nothing in life because you can still work within your Element and hone in on your talents when you are past your childhood, adolescence and young adult years.
This is a very important lesson for students. I work mostly with teenagers and I find that they are at a point in their lives when they are trying to find out who they are. I have had several students ask me questions about college and graduate school, trying to figure out what it is like. Children are constantly questioning who they are and who they will become; a common question we often ask kids is what they want to be when they grow up, as if they are supposed to have their whole life planned out before they can drive. If we teach students that they can still be learners throughout their whole lives, this might alleviate some of the stress they might feel. As long as students know that it is never too late to find what they are good at, or passionate about, they can begin to understand that they do not need to have everything figured out at this exact moment. In fact, I would venture to say most adults could not even answer some of the questions that teenagers ask themselves. Reassuring them that they do have a talent and they can put it to use and learn from it throughout their life is important for their personal, social, and academic growth.
Because of this, I find it refreshing that it is not all downhill as you get older. While being young does have its advantages when finding your Element, Robinson says, "But in other ways and in other areas, maturity can be a genuine advantage, especially, for example, in the arts. Many writers, poets, painters, and composers have produced their greatest work as their insights and sensitivities deepened with age." (203) While he does argue that most mathematicians accomplish the bulk of their work in the beginning of their career at a young age and musicians have learned the musical techniques when they were children, there are still areas where you can find your Element when you are older. In fact, making strides with your Element might be more conducive to advanced years because you have more life experience and practice. This is comforting to know that all is not lost once you are older. You don't have to look back at your younger years and believe that you accomplished nothing in life because you can still work within your Element and hone in on your talents when you are past your childhood, adolescence and young adult years.
This is a very important lesson for students. I work mostly with teenagers and I find that they are at a point in their lives when they are trying to find out who they are. I have had several students ask me questions about college and graduate school, trying to figure out what it is like. Children are constantly questioning who they are and who they will become; a common question we often ask kids is what they want to be when they grow up, as if they are supposed to have their whole life planned out before they can drive. If we teach students that they can still be learners throughout their whole lives, this might alleviate some of the stress they might feel. As long as students know that it is never too late to find what they are good at, or passionate about, they can begin to understand that they do not need to have everything figured out at this exact moment. In fact, I would venture to say most adults could not even answer some of the questions that teenagers ask themselves. Reassuring them that they do have a talent and they can put it to use and learn from it throughout their life is important for their personal, social, and academic growth.