Laziness does not exist. Or, at least, not in the pop culture sense. The logic proceeds from centuries of precedent: Socrates is attributed as saying “no man errs willingly” and, in recent history, psychological studies and books have detailed evidence that laziness does not really exist, and our insistence that it does is causing great and lasting harm.
Dr. Devon Price is a social psychologist who wrote the book Laziness Does Not Exist. In it, he dispels the myth that human value is intrinsically connected to productivity, and makes a compelling and personal case against the “laziness lie.” A critical portion of this argument is the shift of burden away from society to the individual when the word “lazy” is used. If a child is deemed lazy, the onus is put on them for their lack of understanding—instead of on parents and teacher who are responding to a child’s need. As Price recounts from his childhood observations: “lazy kids didn’t have futures. And, the world seemed to be telling me, they deserved what they got.”
This convention, and the argument against it, are a tale as old as time. As much as Socrates believed that no one errs willingly, the Stoic Seneca believed that there was a divide between those who “get it” and those who don’t. He referred to them as “dim and lazy types” and “the weaker sorts” (Moral Letters).
There is some truth here, but not in the way that Seneca seems to mean it. It is not that there are lazy people who are unable to grasp and practice philosophy without extensive study— rather, each person has their own unique strengths that don’t necessarily cross-apply to other areas. Virtue, goodness and the Good Life are not reserved for those who quickly digest the teachings. It is up to the teachers, from professors to writers to this article, to open up accessways for further understanding.
In educational theory, this is called “multiple entry points.” The primary role of the teacher is to develop curricula that is accessible in a variety of places to maximize the understanding for all students, acknowledging that their diverse backgrounds, pre-existing skill-set and base of knowledge varies. Reading and written reflection will work for some and not others; spoken lecture and notetaking will work for some more; group discussion will allow others in. Part of the process is being aware of the learners in the room and workshopping potential barriers to the material. Low initial engagement with the material means that more entry points are needed.
This puts the burden of instruction where it belongs: with the more knowledgeable other, the “teacher.” This applies to any form of teaching at any age; it is true that an adult will likely be more self-motivated or be able to take agency over their own lack of understanding, but they still need to have entry points in order to find proper footing. Dismissing them as lazy is not only unhelpful, it is counterintuitive.
Laziness does not exist. It is an unproductive label used to categorize children and serves as a self-fulfilling prophecy for their lives. Those of us who have broken free from the laziness lie need to help dispel it in others. Rather than looking at the laziness outcome, we must examine the source— Where is this behavior coming from? What reason does it have to exist? What is it telling me about this person/about myself? What is this resistance trying to tell me?
These questions lead to a healthier response to “lazy” behaviors, and will reveal truth and a path forward.
Edited by Abigail McKay Cherry
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Wonderful read. As a father of 2 boys I’ve always made a concerted effort to avoid using the word “lazy” - it’s a label that is born through the systemic cult of productivity. It connotes a sense of invisible inadequacy based on narrow minded definitions of success.