The Readman, Truth To Power Hour

Overview

The discussion examined how schools can foster kindness, respect, and dignity through literacy, arts, and inclusive teaching.

Teaching Kindness
Barry argued that kindness is a principle to practice, not merely a set of rules, and shared the classroom concept of being one’s “higher self.”
Participants favored embedding kindness in everyday instruction and discussion rather than treating it as a separate subject.
How can schools make kindness and respect more intentional without reducing them to a checklist?
Literacy And History
Jesse emphasized meaningful reading and writing, including books, family stories, and community experiences, rather than a narrow focus on reading speed and testing.
Willis’s poems and the discussion of Native American boarding schools and racial history highlighted the importance of including students’ identities and difficult histories in school curricula.
Participants connected arts, literature, and historical honesty with students’ sense of belonging and empathy.
How can schools balance foundational reading support with access to challenging, meaningful material?

Outline
Kindness In Education
Barry described kindness as an ongoing principle and presented “be your higher self” as a way for students to reflect and resolve conflicts.
Participants discussed kindness as something to reinforce throughout school life, not isolate as a standalone curriculum.
Literacy And The Arts
Jesse questioned the emphasis on standardized testing and mechanical reading measures over engaging texts and purposeful writing.
Barry shared examples of songs, books, listening activities, and a heart meditation as ways to support empathy and emotional expression.
Participants discussed literature and the arts as ways to explore complex characters and human experiences.
Identity And Historical Truth
Willis shared poems about family roots, Brown v. Board of Education, and Native American boarding schools.
The group discussed the importance of representing students’ histories and identities, including slavery, Indigenous history, and cultural erasure.
Jesse advocated for professional development and school practices that center respect, dignity, and democratic participation.
Reading Access And Challenge
Harry raised the concern that students who already read well may not receive sufficiently challenging material while schools support struggling readers.
Jesse agreed that students need both foundational reading instruction and access to challenging books.