It comes in a variety of sizes, levels of sophistication, and has been an important part of the continuation of a journey. It can be a small arch over a babbling brook or an expansive and intricate span over a rushing, turbulent river. Bridges allow us to continue along our chosen road even if there are possible obstructions in the way. But it also gives us a place to sit where we can dip our feet into the rushing waters and consider the blue of the sky, the green of the grass, where we have been, and where we are going.
I chose this metaphor to embody how I see teaching because much of the “what” and “why” of a bridge really connects with teaching. The first bridges were natural—much like teaching. They were logs or stones which allowed one to easily cross a span of water without too much trouble. Teaching also started out as a natural exchange of knowledge, when someone who was considered to be “more knowledgeable” taught what they knew to someone who was “less knowledgeable.” Eventually, as time went on, bridges became more sophisticated. Supports and crossbeams were added, materials became more diverse, and their designs were innovated. In the education system, this also took place as classrooms were established, government sponsorship was offered, and pedagogy began to diversify.
Teaching is still seen, like bridges, as a way to continue an individual’s journey, but, also like bridges, it can also be a place to connect with others who are also on the same journey as you. Students and teachers can take a pause at the middle of the bridge, relax, and watch the world around them, reflecting on where they’ve been and where they are going.
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