All children and young people need access to significance – but each will have different routes towards it. ‘Significance’ here is more than general wellbeing or some sense of being involved in society. It goes to the core of how each person thinks and feels about themselves, their core identity, and the extent to which this is seen as being of value (to themselves; and in the perception of others) – to what extent any person has significance in a world that is complex and uncertain.
It is tied closely to emotional health, to feelings of hope and of value, and to a constructed sense of self. Hopefully such a sense of significance will be built around positive, productive facets – developed through nurtured opportunities. If this is not the case then the person may grow a sense of absolute insignificance – feeling of being worthless – or will create their own significance through antisocial routes.
One strong strand of my own professional training was based on a belief that a key purpose of doing teaching, or youth work, or adult learning, was to enable each individual worked with to develop and strengthen their own significance. Whilst most education and social activity nods towards a need to foster personal development, this now seems to come well below concerns around skills development. It is true that developing robust literacy, language, numeracy or other skills provides a strong base for developing significance, but it also feels as if current education and training practices are in danger of focusing on routine skills at the expense of developing positive feelings of significance.
The current concerns around levels of emotional health, anxiety and self-harm throughout society would suggest that significance, and how it gets actively fostered, is worth more attention than it currently appears to have. Steps on the way to fostering stronger, positive significance for individuals can form some sort of development curriculum for life. What follows is an attempt to set out the wide range of things that might be built into everyday activities – at home; in the community; at school, college or university; or in the workplace – such that there can be a stronger focus on enabling the development of significance.
It is not proposed that these form distinct taught topics or sessions but are signposts to opportunities that can be taken at every relevant opportunity, in many various contexts. Read more