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Introductory
Note to the Reader For several months now, I have been
immersed in the pages of Plutarch. The more I read about Greeks and Romans of
antiquity, the more I find myself reflecting on the many dimensions of my own
life, as a teacher, as a professional, as a citizen, as a husband. These
figures of yesteryear do not remain confined to history; they enter into
dialogue with the present. Their virtues, flaws, ambitions, and struggles
become mirrors in which I examine my own convictions and practices. Among them, Themistocles has
particularly captured my attention. Perhaps it is because I identify with his
beginnings. He did not emerge from an aristocratic lineage of power, nor did
he benefit from inherited prestige. Likewise, I do not come from a distinguished
family of literary analysts or pedagogists whose names precede mine in the
field. Yet, as Themistocles insisted on contributing to Athens despite
resistance, I too have chosen to “shout”, to voice my reflections about
teaching and literature, even when such perspectives may seem disruptive or
unconventional. I deeply value those who have shared
their insights with me along this journey, colleagues, mentors, students, whose
dialogues have sharpened my thinking and broadened my horizons. If Plutarch
has taught me anything thus far, it is that reflection is a lifelong
companion. Time will tell where his writings will continue to lead me, but I
sense that these classical lives will remain fertile ground for examining
what it means to teach, to lead, and to live with purpose. Jonathan
Acuña Solano |
Finding One’s Voice in the Classroom: Themistocles, Plutarch, and the Empowerment of New English Teachers
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Abstract Drawing
on Plutarch’s portrait of Themistocles, this essay argues that the Athenian
statesman offers a compelling model for new English teachers who struggle to
find their place in educational communities. Themistocles’ perseverance in
the face of social prejudice, his visionary leadership, and his insistence on
contributing despite opposition parallel the challenges that novice teachers
face when their voices are minimized due to limited experience or
nontraditional backgrounds. By analyzing Themistocles’ example and connecting
it to contemporary scholarship on reflective teaching, professional identity,
and teacher agency, this paper encourages new educators to persist, innovate,
and “make noise” in ways that move the field of English language teaching (ELT)
forward. |
Keywords: Themistocles,
Plutarch, Teacher Agency, Professional Identity, Reflective Practice, Novice
Teachers, English Language Teaching, ELT |
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Resumen Este ensayo, a partir del retrato que Plutarch
ofrece de Themistocles, sostiene que el estadista ateniense constituye un
modelo significativo para docentes noveles de inglés que buscan su lugar
dentro de las comunidades educativas. La perseverancia de Themistocles frente
al prejuicio social, su liderazgo visionario y su determinación por
contribuir a pesar de la oposición reflejan los desafíos que enfrentan muchos
docentes principiantes cuando su voz es minimizada debido a su falta de
experiencia o a trayectorias no tradicionales. Al analizar el ejemplo de Themistocles y vincularlo
con la investigación contemporánea sobre práctica reflexiva, identidad
profesional y agencia docente, este trabajo invita a los nuevos educadores a
perseverar, innovar y “hacer ruido” en formas que impulsen el desarrollo del
campo de la enseñanza del inglés como lengua extranjera (ELT). |
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Resumo Este ensaio, fundamentado no retrato que Plutarch
traça de Themistocles, argumenta que o estadista ateniense oferece um modelo
inspirador para professores iniciantes de inglês que buscam seu espaço nas
comunidades educacionais. A perseverança de Themistocles diante do
preconceito social, sua liderança visionária e sua insistência em contribuir
apesar da oposição refletem os desafios enfrentados por docentes novatos
quando suas vozes são minimizadas por falta de experiência ou por trajetórias
não tradicionais. Ao analisar o exemplo de Themistocles e articulá-lo
com estudos contemporâneos sobre prática reflexiva, identidade profissional e
agência docente, este trabalho encoraja novos educadores a persistirem,
inovarem e “fazerem barulho” de maneira construtiva, contribuindo para o
avanço do ensino de inglês como língua estrangeira (ELT). |
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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
Finding One’s Voice in the Classroom - Themistocles, Plutarch, And the Empowerment of New English Teachers by Jonathan Acuña
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