Reimagining our Future Together:
A Study of Paul Tough’s Helping Children Succeed
Kiran Verma1, Shubha Tiwari2
1Research Scholar, Department of English, A.P.S University, Rewa (M.P) India.
2Vice-Chancellor, Maharaja Chhatrasal Bundelkhand Universitry, Chhatarpur, (M.P) India.
ABSTRACT:
In Helping Children Succeed: What Works and Why (2016), Paul Tough builds upon his previous work that emphasizes the significance of personal traits, like perseverance, in fostering student success. In this book, Tough shifts his focus to explore how educators, policymakers and parents can actively contribute to the development of these crucial attributes in children. Tough's core premise is that a child's success goes beyond mere academic achievement. He contends that traits like resilience, grit, curiosity, self-control and social skills play a pivotal role in determining long-term success in academics and life as a whole. These attributes, often referred to as "non-cognitive skills" or "soft skills," are instrumental in helping children navigate challenges, setbacks, and complexities beyond the classroom. The book delves into practical strategies and approaches that can be adopted to foster the growth of these essential traits. It examines the environments, relationships, and interventions that can help children develop the cognitive and emotional tools they need to overcome obstacles, make thoughtful decisions and interact positively with others. Tough draws on research from psychology, neuroscience, education and social science to provide evidence- based insights into how children's environments, experiences and interactions shape their development. He highlights the significance of a supportive and nurturing environment that empowers children to build these skills and attributes progressively. Helping Children Succeed: What Works and Why (2016), offers a roadmap for educators, policymakers, and parents to create environments that promote the holistic growth of children. It underscores the importance of understanding and addressing the unique needs and challenges faced by children from different backgrounds, including those affected by poverty, adversity and trauma. By shifting the focus from a purely academic perspective to a more comprehensive understanding of success, Tough's book contributes to the ongoing dialogue about education and child development. It emphasizes that developing character strengths alongside academic skills is essential for equipping children with the tools they need to thrive in an ever-evolving world.
KEYWORDS: Personal Development, Education, Growth and Success, Adversities, Self-control.
INTRODUCTION:
Canadian-American writer and broadcaster Paul Tough was born on (1967) in Toronto. His early life and career are notable for their diverse experiences and contributions. He grew up in Toronto and received his education at the University of Toronto Schools. During his teenage years, he co-hosted "Anybody Home," a youth-oriented program that aired on CBC Radio. The show was broadcast nationally until its cancellation in 1983, showcasing his early involvement in broadcasting. Additionally, Tough has served as an editor for The New York Times Magazine, indicating his engagement with editorial and journalistic work on a significant platform. These experiences highlight Tough's early engagement with media, broadcasting and editorial roles, setting the stage for his later work as a writer and broadcaster on subjects such as education, poverty and societal issues. After his early experiences in broadcasting and editorial roles, Paul Tough attended Columbia University for a single semester in the fall of 1985. He then continued his studies at McGill University in Canada for three semesters. Despite his time in university, Tough did not complete his studies and left college without earning a degree.
In 1988 Tough returned to the United States and started working for Harper's Magazine. Later on, he transitioned back to radio, becoming a senior editor for This American Life during the mid-1990s. This period marked his involvement in radio journalism and storytelling. For some time, Tough returned to Canada, where he assumed the role of editor for Saturday Night Magazine. This engagement further showcased his editorial expertise and engagement with Canadian media. By the year 2000, Tough had returned to the United States once again, this time to found Open Letters, an online magazine. This venture signaled his embrace of digital media and online publishing platforms. These experiences in both traditional and digital media outlets highlight Tough's diverse career path and his involvement in various forms of media, from radio to print and online publications. His career trajectory demonstrates his commitment to engaging with different platforms and mediums for storytelling, journalism, and cultural commentary. Paul Tough's written works have focused extensively on education, poverty, and politics. He has authored cover stories for The New York Times Magazine on various topics, including the Harlem Children's Zone, the post-Katrina school system in New Orleans, the No Child Left Behind Act, and charter schools. These cover stories highlight his engagement with critical issues in education and societal dynamics. His contributions to radio journalism continued when he returned to This American Life in the early 2000s. During this period, he reported on the parents participating in the Harlem Children's Zone's Baby College program, showcasing his commitment to exploring the complexities of educational initiatives and their impact on families.
DISCUSSION:
Paul Tough’s thought-provoking writings on education, social issues and personal development have made him a prominent figure in discussions related to these areas. His work not only highlights the challenges individuals face, especially young people but also offers insights into how to address these challenges and promote their growth and success. Through his books and media presence, he has played a pivotal role in shaping conversations about education reform, character development and the broader socio-economic factors that influence individuals' opportunities and outcomes.
When poor children grow up in an environment marked by stable, responsive parenting; by schools that make them feel a sense of belonging and purpose; and by classroom teachers who challenge and support them, they thrive, and their opportunities for a successful life increase exponentially.1
His contributions have resonated with a diverse audience from educators and policymakers to parents and individuals interested in the holistic well-being of children and young adults. His perspective aligns with the belief that academic success is not solely determined by cognitive abilities and subject knowledge. Rather, he emphasizes the pivotal role that character traits play in shaping a student's ability to navigate challenges, setbacks and adversities. By acknowledging these character strengths as essential tools, the writer aims to contribute to the improvement of educational outcomes particularly for children who come from economically disadvantaged backgrounds. Tough shares this enthusiasm and optimistically asserts that character strengths are the “critical tools for improving out comes for low-income children”.2 The notion that character strengths are critical for student success implies that education is not just about academic content, but also about equipping students with the resilience and determination needed to overcome obstacles and reach their potential. This perspective broadens the conversation around education to encompass holistic development and the cultivation of skills that are transferable across various life contexts.
Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educator’s eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can't we also agree on the best way to teach grit?3
While content knowledge is often acquired through training and practice, character strengths are shaped by the environments in which individuals are raised and nurtured. His argument revolves around the belief that the most effective way to instill positive attributes in children is by creating the supportive learning environments necessary for their holistic growth and success. According to Tough, these positive environments play a pivotal role in fostering traits like grit, resilience, and self-control. By surrounding children with supportive surroundings, we provide them with the conditions they require to flourish.
…the children are less likely over time to develop the ability to manage strong emotions and more likely to respond ineffectively to stressful situations. By contrast, parents who are able to help their children handle stressful moments and calm them- selves down after a tantrum or a scare often have a profoundly positive effect on the children's long-term ability to manage stress. Infancy and early childhood are naturally full of crying jags and meltdowns, and each one is, for the child, a learning opportunity (even if that's hard to believe, in the moment, for the child's parents). When a child's caregivers respond to her jangled emotions in a sensitive and measured way, she is more likely to learn that she herself has the capacity to manage and cope with her feelings, even intense and unpleasant ones.4
The book's core premise is that character development is not solely an individual endeavor but is deeply intertwined with the contexts in which individuals are situated. This exploration takes readers through the journey of child development from early childhood to late adolescence. He examines various organizations, institutions, and practices that have proven successful in promoting mindset development among children. By focusing on this comprehensive journey, he underscores the importance of addressing character development at every stage of a child's growth. In essence, this book underscores the significance of creating nurturing environments that facilitate the growth of positive character traits in children. By doing so, he emphasizes that education extends beyond content knowledge and has the power to shape individuals into well-rounded, adaptable and resilient individuals.
And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers "maximize a sense of choice and volitional engagement" while minimizing students' feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren't too easy-challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.5
Paul Tough demonstrates a deep concern for students and presents a generally positive vision of education reform. He offers tangible examples of organizations and practices that prioritize authentic instruction, supportive communities, and constructive feedback for children. Despite these merits, there are two limitations to his approach: a strong focus on mindsets and a reluctance to address institutional racism. His emphasis on mindset development, while valuable, can potentially divert attention from broader systemic reforms. This focus might inadvertently downplay the significance of educational reform that demands educators to create learning environments that naturally encourage student perseverance. Another limitation is Tough's apparent reluctance to delve into the issue of institutional racism within the education system. Ignoring this aspect could hinder reform efforts, particularly for students of color who consistently face oppressive structural challenges within the school environment. In essence, while Paul Tough's work offers valuable insights into education reform and strives to enhance the educational experience for students, it's important to address these limitations. A more comprehensive reform agenda should not only promote positive mindsets but also actively confront issues of institutional racism, acknowledging the need for systemic change to truly ensure equitable opportunities for all students. It highlights the need for a comprehensive and inclusive approach to education reform. They emphasize the importance of understanding the historical and systemic aspects of education, actively addressing issues of oppression and marginalization, and designing educational systems that are equitable and responsive to the needs of all students, regardless of their backgrounds. It's essential to engage in open, honest, and transformative conversations that address these broader societal factors while seeking solutions for a more just and inclusive education system.
CONCLUSION:
Through his writings, Tough has offered insightful perspectives on the complex interplay between education, character and social conditions. His exploration of innovative approaches and his emphasis on the importance of holistic development have contributed to conversations surrounding educational reform and the nurturing of young individuals for success in an ever-changing world. The author highlights the need for a comprehensive and inclusive approach to education reform. They emphasize the importance of understanding the historical and systemic aspects of education, actively addressing issues of oppression and marginalization, and designing educational systems that are equitable and responsive to the needs of all students, regardless of their backgrounds. It's essential to engage in open, honest, and transformative conversations that address these broader societal factors while seeking solutions for a more just and inclusive education system.
REFERENCES:
1. Tough, Paul. Helping Children Succeed: What Works and Why. New York, 2016
2. How Children Succeed - Grit, Curiosity, and the Hidden Power of Character (Reprint se). Random House Books (2013)
3. Whatever it takes: Geoffrey Canada’s quest to change Harlem and America. New York, NY: Mariner Books. (2009)
4. https://cedar.wwu.edu/jec/vol9/iss1/13
5. Shukla, Sarita Y. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul Tough, Journal of Educational Controversy: Vol. 9: No. 1, Article 13. (2015)
6. Hong, PYP. Toward a client-centered benchmark for self-sufficiency: Empowering community partners for social change. Journal of Community Practice 21: (2013)
7. Hong PYP, Sheriff V, Naeger S. A bottom-up definition of self-sufficiency: Voices from low-income jobseekers. Qualitative Social Work 8(3): (2009)
8. https://www.perlego.com/book/3184782/helping-children-succeed-what-works-and-why-pdf (Accessed: 24 July 2023)
Received on 12.08.2023 Modified on 29.09.2023
Accepted on 15.11.2023 ©AandV Publications All right reserved
Res. J. Humanities and Social Sciences. 2023; 14(4):187-190.
DOI: 10.52711/2321-5828.2023.00038