I started a new course in my graduate degree in Education last night. The instructor talked a lot about the meanings of the words we use in education and how we should work to change or improve some of the language we use when talking about education. One example he gave, in particular, stayed with me. It had to do with the word “authority”.

What do you think of when you think of the word authority?  Probably power, right?  That was my first thought.  My instructor, Principal of Walter Johnson High School, Dr. Chris Garran, enlightened me to an older connotation of the word authority.

Authority: To instill in others the power of authorship

Sure enough “authority” comes from the Latin word auctoritatem.  The root of auctoritatem is auctor, or author.   In English, the word author remains as the root of the word authority.

Currently, I believe most of us think of a person with authority as one who has the power to author the situation around him or her self.  Dr. Garran, on the other hand, suggests that those with authority, especially teachers, should instead teach others how to become authors of their own lives, rather than author their lives for them.  Teach others to take control of their lives.

We can take “becoming authors” in literal sense. Many students that I work with need desperate one-on-one help with basic writing skills. Authors should also know how to read well - another skill many students could improve upon.

Whether educators intend to or not they also send messages to students about how to author their lives on a more personal level.  This begins with students learning to take responsibility for their education. Then extra-curricular activities.  Perhaps teachers help students address how to interact properly with people around them.

“With power comes great responsibility.” ~Spider Man

If teachers are to possess athourity - in the both the sense of having power and having the task to educate others to take authorship of their lives - our task comes with responsibility. Do we just turn students over to author whatever narrative they like?  Do we give them a plot?  Ideas for character development?  Options for conflict resolution?  The ability to critically examine their story and thus their lives? . . . Do we hold some responsibility for the stories our students create with their lives?