Teachers and Their Resources

Fully funding schools by providing guaranteed budgets does not absolve humans—the adults charged with disposing the budget—from the responsibility of effectively using that budget, the sole determinant of which remains the delivery of a quality product, i.e. the delivery of quality education. Resources, like any material asset, are only as effectual, are only as valuable—and, themselves, are only as useful—as the humans plying them.

That said, parallel to the development of material resources must be the commensurate development of the human resources in whose stewardship the resources are trusted. And in turn, the development of the human resources necessitates ever-evolving and robust material support, since the quality of one’s resources, too, greatly enable their users.

Ultimately, quality instructors and quality resources go hand in hand, the connection between them looped with each serving as basis for the other. The weakening of one handicaps both just as the strengthening of one enhances the capacity of the other.

The fact that closed material systems inspire the opening of vast creative ones should never be used as an excuse for refusing to lavish schools with as robust and ardent a complement of resources as possible. Human will and creativity being what they are—that is to say, infinite—they compel us to produce meaning even under the most scarce of material conditions. Yet, because this is so, because the resulting creativity will forever outstrip the proportion of our tools—a ratio that remains constant—an influx of resources should correspondingly lead to a further accrual in human production and meaning.