Finding One’s Voice in the Classroom: Themistocles, Plutarch, and the Empowerment of New English Teachers

Introduction

Plutarch’s Life of Themistocles presents a figure who, despite being undervalued due to his modest origins, reshaped the destiny of Athens. Rather than offering a historical biography, this essay focuses on the spirit of Themistocles, the tenacity with which he refused to be silenced and the ingenuity with which he addressed the challenges of his time. These traits, when applied metaphorically, carry profound implications for English language teaching today. Young educators often find their voices marginalized, whether due to their age, perceived lack of experience, or unconventional path into the profession. Plutarch’s depiction of Themistocles provides a useful narrative of resilience and innovation for teachers who must also carve their own niche in education.

Themistocles: A Brief Character Portrait

Plutarch depicts Themistocles as a man whose brilliance was evident early, even if his character was sometimes controversial. Born to a non-aristocratic family, he was often looked down upon by Athenian elites. As Plutarch notes, “his reputation was obscured by the lowliness of his birth” (Life of Themistocles, 2.1), yet Themistocles refused to allow such prejudice to restrict him. Instead, he channeled his ambition toward public service, cultivating what Plutarch calls “an eager and natural sagacity” (3.3).

Themistocles’ defining contribution was his naval vision. Recognizing the growing threat of Persia, he persuaded Athens to invest the profits of the Laurion silver mines into the construction of a formidable fleet, an audacious proposal initially met with resistance. Yet it was precisely this decision that allowed Athens to triumph in the Battle of Salamis, altering the course of Greek history. As historian Peter Green (1996) observes, “Themistocles’ naval strategy demonstrated an unerring ability to see beyond the limits of conventional thinking” (p. 112).

Rather than merely celebrating his accomplishments, Plutarch presents Themistocles as a case study in determination. His success lay not on a smooth political path but in his refusal to yield his voice even when others sought to diminish it. For new teachers entering complex institutional environments, this dimension of his character is perhaps the most instructive.

From Athenian Politics to the English Classroom: A Transferable Perspective

New English teachers frequently encounter professional spaces where seniority or rigid traditions carry disproportionate authority. Within such spaces, innovative methods or fresh perspectives may be dismissed simply because they come from those who “have not yet walked the path.” This professional silencing mirrors the skepticism Themistocles faced in Athens.

Educational scholar Ken Zeichner (2010) argues that “new teachers often occupy the lowest rung in the hierarchy of school-based expertise, even when they bring valuable knowledge of contemporary pedagogical research” (p. 89). Like Themistocles, novice teachers may feel that their contributions are pre-judged before they are heard. Yet Themistocles teaches that origin does not determine impact; perseverance and well-grounded vision do.

1. Innovation as Necessary Disruption

Themistocles’ insistence on building a navy was a disruptive idea. He challenged the Athenian preference for land warfare and pushed the city toward a maritime identity. His determination offers a parallel for English teachers who introduce communicative approaches in grammar-heavy contexts, promote reflective journaling where such practices are undervalued, or encourage student voice in teacher-centered environments.

John Dewey’s (1938) concept of “progressive growth” in education reinforces this idea: meaningful change often requires challenging entrenched norms. Dewey asserts that educational improvement emerges from “continual reconstruction of experience” (p. 87). New teachers bring precisely this reconstructive potential.

2. Professional Identity Through Agency

Themistocles did not wait for permission to develop as a leader; he acted, argued, persuaded, and advocated for what he believed Athens needed. Similarly, teacher agency, the capacity of educators to shape their environments, is now recognized as a key component of professional identity. Priestly, Biesta, and Robinson (2015) define agency as “the achievement of influence through the interplay of personal capacity, available resources, and contextual opportunities” (p. 23). New teachers can exercise agency not through seniority but through thoughtful alignment between personal pedagogical convictions and the needs of their students.

3. “Making Noise”: Advocacy for Learners and for Oneself

Plutarch suggests that Themistocles possessed an unshakeable willingness to stand out. His famed remark “I cannot play the lyre, but I can make of a small city a great one” (Plutarch, 2.5) reflects not arrogance but the assertion of one’s strengths even when they diverge from the norm. For novice English teachers, “making noise” involves advocating for more inclusive materials, more reflective assessment, or more culturally responsive pedagogy.

Educational sociologist Etienne Wenger (1998) reminds us that newcomers contribute to a “community of practice” not by imitation alone but by introducing variations that help the community evolve. Silence, therefore, is counterproductive: the field grows when new practitioners challenge routines with respectful audacity.

Encouraging New Voices in ELT

New educators often underestimate the value of their perspective. They may feel intimidated by colleagues with decades of experience or by institutional traditions that privilege older methods. Nevertheless, as Plutarch’s portrayal of Themistocles demonstrates, fresh voices often see possibilities that established figures overlook.

Mentorship and Constructive Receptivity

Thomas Farrell (2015), writing on reflective pedagogy, argues that teacher growth emerges when institutions “create spaces in which all teachers can articulate, examine, and challenge their assumptions” (p. 12). New teachers do not need to replace experienced colleagues; rather, they help create a dialogic community where generational perspectives enrich one another.

Nurturing Courage in Professional Practice

Courage, in this context, does not imply confrontation for its own sake. It involves the willingness to propose new lesson designs, question outdated policies, and take pedagogical risks. Like Themistocles, new teachers benefit from cultivating thoughtful confidence, confidence grounded in study, reflection, and responsiveness to learners.

Conclusion

Plutarch’s depiction of Themistocles reminds us that meaningful contributions often come from those whom society initially underestimates. His life teaches that perseverance, innovation, and a refusal to be silenced can alter the course of history or, in the case of education, the course of students’ lives. English language teaching thrives when new voices push the field forward through novel approaches, reflective experimentation, and honest engagement with classroom realities.

New teachers, much like Themistocles, may face skepticism or dismissal, but their insights are essential. When they “make noise”, advocate, question, innovate, they help English language teaching grow into a more dynamic, inclusive, and forward-looking discipline. Plutarch offers not simply a historical lesson but a reminder that progress often begins with individuals who refuse to be quieted.

San José, Costa Rica

Sunday, February 22, 2026

 

📚 References

Dewey, J. (1938). Experience and education. Macmillan. https://archive.org/details/experienceeducat00dewe_0/page/4/mode/2up

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge. https://www.academia.edu/36561829/Promoting_Teacher_Reflection_in_Second_Language_Education_A_Framework_for_TESOL_Professionals

Green, P. (1996). The Greco-Persian wars. University of California Press. https://archive.org/details/grecopersianwars0000gree

Plutarch. (1914). Plutarch’s Lives (B. Perrin, Trans.). Harvard University Press. (Original work published ca. 75 CE)

Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury. https://dokumen.pub/teacher-agency-an-ecological-approach-9781472534668-9781474219426-9781472525871.html

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://scholar.google.co.cr/scholar?q=Wenger,+E.+(1998).+Communities+of+practice:+Learning,+meaning,+and+identity.+Cambridge+University+Press.&hl=en&as_sdt=0&as_vis=1&oi=scholart

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://eric.ed.gov/?id=EJ879286