by Dr Ragnar Purje
Since time immemorial, the pursuit of excellence across all human disciplines has been a fundamental characteristic of objective achievements. This is especially evident in the notable engineering and architectural feats constructed throughout human history (Fagan & Durrani, 2016). In engineering, for example, the enduring wonders of human ingenuity, such as the Great Pyramid of Giza, were achieved through the immutable application of universal skills and knowledge, which self-evidently must have involved precise measurements and a thorough understanding of applied mathematical mastery in all its forms (Lehner, 1997). Otherwise, the pyramids would never have been constructed.
The same universal principles had to be applied to exacting engineering measurements. All of those involved in the construction applied the required skills, knowledge and standards of “precision excellence” to achieve the construction standards that are self-evident not only in the Great Pyramid of Giza but also in Machu Picchu, built by the Incas. Plus, all the Greek and Roman constructions that took place (and all of the other unnamed constructions), some of which have existed for millennia (Barsoum, Ganguly, & Hug, 2006; Lehner, 1997; Protzen, 1993; Romer, 2007; Tyldesley, 2005; Wright, 2016).
Applied universal principles of achievement and the pursuit of excellence
The same applied universal principles of achievement and the pursuit of excellence were evident during the 20th Century Apollo 11 mission to the Moon. When humanity set out on its most ambitious endeavour to have a man leave Earth (that of Neil Armstrong, the first man to walk on the Moon; Buzz Aldrin, the second man to walk on the Moon; and Michael Collins, who was in the recovery capsule).
Everyone and everything
This entire mission was driven by having an emphasis on competence and a merit-based focus on the pursuit of excellence (with everyone and everything). This meant that all NASA-selected individuals were selected in accordance to their skills and knowledge (in all of the required disciplines) as well as other standards of excellence related to intellectual, emotional, psychological, and physical criteria; the purpose of which – of course – was to ensure that NASA could achieve absolute operational excellence (Kranz, 2000; Launius, 2019; Murray & Bly Cox, 1989; Wolfe, 1979).
The educational standard for learning and achieving excellence
The pursuit of excellence, and equally, the importance of understanding what excellence is and how it must be applied to achieve it, begins at the earliest age. This is because foundational cognitive, emotional, and behavioural patterns are established during early childhood development (Shonkoff & Phillips, 2000; Center on the Developing Child, 2016).
Research indicates that early experiences shape the development and ongoing advancement of the brain. All of these factors influence a child’s capacity regarding their thoughts, behaviours, and motivational potential, along with their abilities in persistence, perseverance, resilience, self-regulation, and self-management. These traits are defined as key in the pursuit of excellence (Bandura, 1994; Manning & Payne, 1996; Moffitt et al., 2011; National Scientific Council on the Developing Child, 2004; Purnell, 2013; Ryan & Grolnick, 1986; Williams, et al., 1993; Winne, 1995; Woolfolk, 1998; Zimmerman & Schunk, 1989; Zimmerman, 1990).
Guided learning and social interaction
Furthermore, developmental theorists such as Vygotsky (1978) emphasise the role of guided learning and social interaction in helping young children internalise cultural values, including concepts of excellence and achievement. Similarly, Piaget (1952) highlights that children construct knowledge through active engagement with their environment, progressing through cognitive stages that enable them to develop an understanding of rules, responsibility, and goal-directed behaviour (Erikson, 1950).
Developmental frameworks
Erikson (1950) also contributes to this understanding by identifying psychosocial stages of development, where children learn to take initiative, set goals, and evaluate their competencies in relation to social standards. These developmental frameworks align with Glasser’s (1998) view that children who are supported in taking responsibility for their learning early on are more likely to strive for meaningful and self-directed success.
Bronfenbrenner (1979) further reinforces this perspective, arguing that social systems of relationships and environments influence a child’s development. Bronfenbrenner also highlights the significance of individual agency in developing and applying action in the pursuit of excellence and mastery. None of these developmental theorists examine or present information related to equity.
Learning and the pursuit of excellence
In relation to learning, which pertains to the pursuit of excellence, this can be – as “simple” as – (which, of course, it is not) for a student who first learns and understands what is presented as the numerical symbols for 1 + 1 = 2 and the words for: one plus one equals two. Associated with this, the student must also know how to apply the tripod grip to their pencil and how to write the entire algorithm and the corresponding correct answer to this task efficiently and correctly (Sousa, 2011).
The tripod grip
Research indicates that it is important for children to learn to use the tripod grip correctly (Bonney, 1992; Chu, 1997; St. John, 2013). The tripod grip, defined by the coordinated use of the thumb, index, and middle finger, enables fine motor learning, wrist alignment, and muscular endurance for sustained writing and associated intellectual development to occur (Gagne, 1985). Further to this, St. John (2013) informs that handwriting involves the integration of letter forms (orthographic codes), letter sounds (phonological codes), and the physical act of forming, i.e., writing letters (grapho-motor codes).
According to St. John (2013), research has shown that this cognitive and motor learning integration is inextricably linked to a student’s ability to produce well-structured written texts, which, as alluded to above, not only advances their writing skills but also enhances the potential for critical thinking to develop.
Therefore, when correctly taught and mastered by students, the action of handwriting becomes a direct manifestation of internal understanding and a visible expression of learning, skills, and knowledge advancements. This has the potential to lead to mastery and excellence (Sousa, 2011; St. John, 2013; Tomlinson, 2014).
As such, mastery and excellence are neither a variable nor a relative measure; they are objective, quantifiable, and reproducible demonstrations of the ongoing development and advancement of skills and knowledge. This indicates that mastery and excellence do not arise from opinions, arbitrary designations, personal or social machinations, or distributive considerations; they arise from the empirical demonstration of learned skills, knowledge, applied competence, and observed accomplishments.
Furthermore, the argument put forward by Ericsson, Krampe, and Tesch-Römer (1993) aligns with contemporary understandings in performance psychology and cognitive neuroscience, where excellence is shown to result from the application of consistent, deliberate practice and where the concerted effort is consistent, intentional, and repetitive. Purje (2014) points out that repetition is one of the keys to knowledge.
As the research informs, mastery and the ongoing work to achieve excellence result from motor learning refined through ongoing error corrections and focused effort, i.e., intense concentration, sustained motivation, and continuous commitment to all tasks (Zimmerman, 2000). None of these qualities are passively inherited; all are deliberately cultivated. As Purje (2014) points out, achievement and excellence are not a coincidence; they are crafted by discipline, dedication, determination, unrelenting self-motivated passion, resilience, and hard work.
Personal desire and commitment
All of these findings collectively affirm that the pursuit of mastery and the attainment of excellence in education (and, in fact, all disciplines in all human endeavours) arises from an individual’s personal desire and commitment to engage in and apply self-disciplined effort and self-initiated action (Bronfenbrenner & Morris, 2006; Gagné 2004; Shonkoff & Phillips, 2000). As such, Woolfolk (1998), citing studies in date order undertaken by Zimmerman and Schunk (1989), Zimmerman (1990), Winne (1995), and Manning and Payne (1996), points out that when it comes to learning and achievements, the “responsibility and the ability to learn [remain] within the student; [no one can] learn for someone else.” To which Purje (2014) adds: every student is responsible for what they think, do, say, choose, and learn. Therefore, learning is, and has always been, an applied objective universal reality.