How Will a Fish Climb a Tree?
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” This popular quote often critiques standardized testing in schools, but let’s dig deeper.
The issue isn’t the fish’s abilities or the challenge itself—there are underwater forests where fish might climb trees with ease. The real question is: what does the fish believe about itself?
As a student, I loved exploring topics in depth at the library but resisted the idea of studying just for test scores. Looking back, I wish I’d seen both approaches as valuable—each serving a different purpose in life.
This idea parallels personality tests used in organizations to understand team dynamics. These tests often surprise people:
These tests ask questions about behaviors, choices, and beliefs—inviting reflection and self-awareness. Whether your results label you a fish or a lion, the takeaway is the same: everyone has unique abilities to excel.
So why do we often label standardized testing as inherently bad? What if, instead, we focused on helping children build belief in themselves?
Life rarely trains us perfectly for what’s ahead. We adapt, shaped by our self-beliefs and experiences. But schools alone can’t foster this self-awareness.
Understanding Learning Styles
Psychologist David Kolb introduced the concept of learning styles in 1984, highlighting how individual preferences are shaped by genetics, experiences, and environment. He identified four primary learning styles:
Imagine a child struggling with math. If they knew their preferred learning style, they could approach the problem differently. My younger son, for instance, prefers auditory learning. Instead of solving math problems on paper, he likes walking around and singing them aloud. Knowing this reduces his frustration and allows him to find comfort in the process.
Of course, it’s not practical for schools to accommodate every child’s unique style at all times. But with reassurance and an understanding of neuroplasticity—the brain’s ability to adapt—children can learn to adjust while staying true to themselves.
Building Self-Awareness and Resilience
This process—separating a challenge from emotions or environment—is called metacognition, or “thinking about thinking.” When children view challenges with compassion and curiosity, they move from saying, “I’m bad at math” to asking, “Is there another way to solve this?”
By shifting from victim or victor to witness, children learn to self-advocate and embrace challenges.
As a Chinese proverb wisely states:
“He who blames others has a long way to go. He who blames himself is halfway there. He who blames no one has arrived.”
So, how will a fish climb a tree? Ask a child, and you’ll be amazed by their imaginative solutions. Their unfiltered perspective might just teach us something extraordinary.