Lawrence Schaedler-Bahrs

Art 133

Unit 3 Paper

3/7/17

Unit 3: Vulnerability

To be vulnerable is to be human. Vulnerability is an essential part of human interaction. It

allows for connections between others to be made and held. When one shows that they are

vulnerable, they are showing their willingness to reach out their surroundings. Vulnerability also

allows for us to create meaning in ourselves and with others. One way we open up to others and

show this vulnerability is through story and storytelling. Pink explores this vulnerability and its

creation of meaning through his exploration of meaning through story and storytelling. Story is

just as integral to the human experience as design (Pink, 101). Pink also goes on to explain that

while there is some merit to facts through stories, as facts are a key part, the most important part

that creates a connection within stories is when these facts are delivered with emotional impact

(2006). Eldridge (2012) also explores vulnerability and connectedness but in a different light.

She explores the concept of caring within the classroom. Caring meaning taking an empathetic

stance and showing interest in the wellbeing of others. The concept of caring in academic

settings moves beyond an individual who is seen as a caring person to the establishment of a

cultural norm of caring relationships This norm involves developing a community (teachers,

administrators, and so on) who make an effort to empathize with someone elses life issues.

(288). Strategies such as these aim to develop unity and meaning within the classroom and

beyond.
 Vulnerability is an essential part of human connection. Without letting ones guard down,

they cannot hope to get ahead in the world. It allows for meaning to be developed. Using both

story and the concept of a caring class room, I hope to integrate and develop a sense of safe

vulnerability in the classroom of primary school aged children. To accomplish this, the caring

classroom concept will be adapted by encouraging the children to ask each other how their

mornings or days have been and whether there are any new things that would like to be shared,

similar to the interactions held within our own ART 133 classroom. The story aspect would be

integrated into curriculum by having the children report out on their previous days and what they

did after school that they would like to share thus possibly showing commonalities with other

students and further connectedness.

REFERENCES

Eldridge, L. A. (2012) The Ethics of Caring Holistically for Art Students: Esmeraldas Boutique.

Pink, D. H. (2006). A whole new mind: moving from the information age to the conceptual age.
New York: Riverhead Books