“Writing poems, drawing pictures, playing music, inventing games, choreographing dances, playing sports, cooking meals, planting gardens, building dioramas, making pottery, coordinating an outfit, getting to the math problem’s solution differently from one’s teacher—all these things thrill adolescents precisely because they involve the imagination and creation of something into being. Perhaps nowhere is the adolescent’s sense of possibility more pronounced than in those moments where they use their creativity in the service of their ultimate concerns, when they bring a small part of the world closer to their vision of what it could be.” (Toshalis, 199)

In Toshalis’ article “A Question of ‘Faith’: Adolescent Spirituality in Public Schools,” I was moved by the ‘faith-friendly classroom’ segment’s emphasis on imagination and creative expression. The article highlights the ways teachers today are, “legally, ethically, and with academic rigor promoting the spiritual development of adolescents.” (Ibid) It goes on to say, “While many may not bring their pencils or even their homework to school (!), they are always bringing their faith and their need to imagine and create.” (Ibid, 200) The article even goes so far as to reframe the narcissism of adolescence as “an expression of hope” on a teen’s journey to becoming. This piece brought me so much joy because it feels like Toshalis is addressing the main issue often hidden beneath the surface. Many times, at the crossroads of difficult choices and even painful situations are the artful expressions resurrected out of the sorrow, loneliness, and chaos. As Pablo Picasso said, “Every child is an artist. The problem is how to remain an artist once he grows up.”

When I was in high school, I remember having so many insecurities that I willingly abandoned myself and entered the self-indulgent, conformist journey up the social ladder. I also embraced a Christian fundamentalist outreach movement in the public schools called Young Life. Hungry for structure to my deep felt sense of faith and since my parents only took us to church on Christmas and Easter, I felt this group met my longstanding need for a faith community. Deeper than my superficial need to be viewed positively by others was my need for heartfelt connection and spiritual intimacy. The article emphasizes how it is not only possible, but important for teachers for address these concerns with youth. Teachers have the ability to reach adolescents with the message that vulnerability shows strength and counters fear-based decision-making. Most adults make a tremendous amount of decisions based on conditioning or fear instead of conscious consideration. If we, as educators, can help the next generations move from authenticity and vulnerability, we will undoubtedly be contributing to not only a more creative world, but also a more compassion one.