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Introductory
Note to the Reader The Beatles, and especially John Lennon,
have been part of the music I have treasured since I was a little boy growing
up in the late 1970s. My mother would play their music at home, and I would
sit down to watch the Beatles television show, including the animated
version, fascinated by these four musicians from a world I did not yet
understand. I would try to sing along with their songs even though I did not
know a single word of English. At the time, I could not have imagined that
English would eventually become such an important part of my life. Years later, I learned the language I
had once tried to imitate without understanding. English became my
profession, and eventually I became a teacher. Looking back, there is
something almost circular about that journey: the little boy who listened to
songs he could not understand eventually became a language teacher who has
spent decades helping others discover the possibilities that another language
can open. John Lennon's music remained somewhere
along that journey. When I encountered his solo work, Watching the Wheels
particularly stayed with me. The song spoke to something I had experienced
personally: the feeling of being questioned, or even criticized, for choosing
a path that did not necessarily conform to other people's expectations of
success. Choosing education was not always understood as a conventional route
toward professional achievement. Yet I chose it, stayed with it, and
gradually discovered that teaching could become much more than a career. It
could become a way of thinking, observing, questioning, and understanding the
world. That is why Watching the Wheels
has endured for me. I hear in Lennon's words something that goes beyond his
own circumstances. I hear a defense of reflection, of stepping away from the
race for recognition, and of finding meaning in a life that may look
different from the one others expect us to pursue. As I have moved through
education, literature, language learning, curriculum development, and the
many questions that have accompanied these experiences, the song has acquired
new meanings. I cannot regret the road I chose. Perhaps, after all these years, I have
come to understand that I was never really standing still. I was simply
learning to watch the wheels. Jonathan
Acuña Solano |
Watching the Wheels: John Lennon, Reflection, and My Journey through Education and Literature
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Abstract This
reflective essay explores the relationship between John Lennon's Watching
the Wheels and the author's personal and academic journey through
language, education, literature, and professional life. Beginning with
childhood memories of listening to The Beatles without understanding English,
the essay traces an unexpected trajectory from musical fascination to
language learning and eventually to a career in education. Lennon's song
serves as a central metaphor for reconsidering conventional definitions of
professional success, productivity, and progress. Drawing on Schön's concept
of reflective practice, Freire's humanizing vision of education, Nussbaum's
defense of the humanities, Pieper's understanding of contemplation, and
Bachelard's exploration of imagination and lived experience, the essay
interprets "watching the wheels" as an active form of reflection
rather than passivity. Ultimately, the song becomes a personal philosophy
through which the author understands his decision to pursue education despite
external criticism and recognizes reflection, intellectual curiosity, literature,
and teaching as meaningful forms of human and professional development. |
Keywords: Reflection, Education, Literature, Language
Learning, Reflective Practice, John Lennon, Professional Identity,
Contemplation |
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Resumen Este ensayo reflexivo explora la
relación entre Watching the Wheels de John Lennon y el recorrido
personal y académico del autor a través del aprendizaje de idiomas, la
educación, la literatura y la vida profesional. A partir de los recuerdos de
infancia de escuchar a The Beatles sin comprender todavía el inglés, el ensayo
reconstruye una trayectoria inesperada que conduce desde la fascinación
musical hacia el aprendizaje de la lengua y, posteriormente, hacia una
carrera en la educación. La canción de Lennon funciona como una metáfora
central para reconsiderar las concepciones convencionales del éxito
profesional, la productividad y el progreso. A partir de las ideas de Schön
sobre la práctica reflexiva, la visión humanizadora de la educación de
Freire, la defensa de las humanidades de Nussbaum, la concepción de la
contemplación de Pieper y la exploración de la imaginación y la experiencia
vivida de Bachelard, el ensayo interpreta el acto de "observar las
ruedas" como una forma activa de reflexión y no como pasividad.
Finalmente, la canción se convierte en una filosofía personal desde la cual
el autor comprende su decisión de dedicarse a la educación a pesar de las
críticas externas y reconoce la reflexión, la curiosidad intelectual, la
literatura y la enseñanza como formas significativas de desarrollo humano y
profesional. |
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Resumo Este ensaio reflexivo explora a
relação entre Watching the Wheels, de John Lennon, e a trajetória
pessoal e acadêmica do autor através da aprendizagem de línguas, da educação,
da literatura e da vida profissional. Partindo das lembranças de infância de
ouvir The Beatles sem ainda compreender inglês, o ensaio acompanha uma
trajetória inesperada que vai do fascínio pela música à aprendizagem da
língua e, posteriormente, à escolha da educação como profissão. A canção de
Lennon funciona como uma metáfora central para repensar as concepções
convencionais de sucesso profissional, produtividade e progresso. A partir
das ideias de Schön sobre a prática reflexiva, da visão humanizadora da
educação de Freire, da defesa das humanidades de Nussbaum, da concepção de
contemplação de Pieper e da reflexão de Bachelard sobre imaginação e
experiência vivida, o ensaio interpreta o ato de "observar as
rodas" como uma forma ativa de reflexão, e não como passividade.
Finalmente, a canção se transforma em uma filosofia pessoal através da qual o
autor compreende sua escolha pela educação apesar das críticas externas e
reconhece a reflexão, a curiosidade intelectual, a literatura e o ensino como
formas significativas de desenvolvimento humano e profissional. |
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“I’m just sitting here watching the wheels go
round.” |
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“We reflect on action and on the knowledge
implicit in action.” |
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Introduction
There
are works of art that entertain us, works that inspire us, and works that
quietly accompany us throughout life. For me, John Lennon's Watching the
Wheels (1980) belongs to the last category. I first appreciated the song as
a declaration of personal contentment, but over the years it has become
something much more profound: a philosophy that has helped me understand my own
journey as an educator, curriculum designer, and student of literature.
When
Lennon sings that he is "just sitting here watching the wheels go round
and round," he is not celebrating inactivity. Rather, he challenges the
modern assumption that one's worth depends upon perpetual movement,
productivity, and public recognition. His words invite a different
understanding of success, one rooted in reflection, observation, and purposeful
living.
Looking
back, I realize that choosing education as my profession and literature as my
intellectual home gradually transformed my understanding of what it means to
live a meaningful life. The classroom became more than a workplace; it became a
place where ideas, people, and stories intersect. Literature became more than
artistic expression; it became a way of understanding humanity. Together, these
experiences have taught me that watching the wheels is not a passive activity
but an active commitment to thoughtful living.
Choosing Education: Learning
to Observe Before Acting
When I
decided to become an educator, I believed that teaching meant explaining
knowledge effectively. Experience eventually taught me otherwise. Good teaching
begins not with speaking but with observing. Every class became an opportunity
to notice patterns: how learners approached uncertainty, how motivation
fluctuated, how confidence developed, and how a carefully chosen question could
reshape an entire discussion. Teaching slowly became less about transmitting
information and more about understanding people.
This
evolution closely resembles what Donald Schön (1983) describes as reflective
practice. According to Schön, professionals do not simply apply techniques;
they continually reflect both during action and after action, refining their
judgment through experience. Reflection is therefore not an interruption of
professional work but its very foundation. Lennon's image of quietly watching
the wheels captures this reflective stance. Observation is not withdrawal. It
is preparation for wiser action.
Literature and the Discovery
of Human Complexity
While
education taught me to observe learners, literature taught me to observe
humanity. Every novel opened a new world of moral choices, emotional conflicts,
and philosophical questions. Literary characters became companions in exploring
courage, fear, ambition, love, and injustice. Rather than offering definitive
answers, literature cultivated intellectual humility by revealing how complex
human beings truly are.
This
understanding resonates with Martha Nussbaum's (1997) defense of the
humanities. Nussbaum argues that literature develops the imagination necessary
for democratic citizenship because it enables readers to inhabit lives
different from their own. Reading becomes an exercise in empathy. As I immersed
myself in literature, I discovered that language education is fundamentally a
humanistic endeavor. Teaching grammar and vocabulary matters, but these
linguistic tools ultimately serve a greater purpose: enabling individuals to
understand one another across cultures and experiences. Literature transformed
my classrooms by reminding me that every learner carries a unique story
deserving attention and respect.
The House of Reflection
Among
the thinkers who have most influenced my literary perspective, Gaston Bachelard
occupies a special place. In The Poetics of Space (1958), Bachelard
proposes that physical spaces often become psychological spaces where memory,
imagination, and identity are formed. Although Bachelard writes about houses,
rooms, corners, and attics, his insight extends beyond architecture. Every
educator gradually builds an inner house composed of experiences,
conversations, books, successes, failures, and questions. My own intellectual
home has been constructed through countless hours of reading, lesson planning,
classroom dialogue, and reflective writing.
Within
this metaphorical house, Lennon's wheels continue turning. They represent not
external progress measured by promotions or titles but the quiet movement of
thought itself. Education and literature have furnished this inner dwelling
with curiosity rather than certainty.
Leisure as Intellectual
Freedom
Modern
society frequently equates value with productivity. Academic institutions often
celebrate publications, meetings, projects, and measurable outcomes. Yet
throughout my career I have increasingly found meaning in moments that appear
unproductive from the outside: reading a novel slowly, reconsidering a lesson
plan, reflecting after class, or simply thinking.
Josef
Pieper (1998) calls this disposition leisure. Contrary to common usage,
leisure is not idleness. It is the contemplative openness that allows human
beings to perceive reality without immediately seeking to exploit it. Lennon's
song embodies precisely this spirit. His decision to watch the wheels is an
affirmation that contemplation possesses intrinsic value.
For
educators, this lesson is particularly significant. Reflection should not be
viewed as time taken away from teaching but as one of teaching's essential
responsibilities. Without reflection, instruction risks becoming mechanical.
Humanizing Education
The
educational philosophy that has gradually emerged throughout my career also
finds resonance in Paulo Freire's (1970) understanding of education as a
profoundly human activity. Freire rejected the notion that teachers merely
deposit information into passive learners. Instead, authentic education
develops through dialogue, critical reflection, and shared inquiry.
This
perspective aligns remarkably well with my own understanding of language
education. Learning a language is never simply about mastering grammatical
structures. It is about entering new cultural worlds, questioning assumptions,
and expanding one's capacity to communicate with others.
Watching
the wheels therefore becomes an educational metaphor. Teachers and students
move together through an ongoing dialogue in which both are transformed by the
learning process.
A Different Definition of
Success
The
older I become, the more I recognize that my professional satisfaction has
never depended primarily upon visible achievements. Certainly, curriculum
projects, academic accomplishments, and professional responsibilities have been
meaningful. Yet the deepest fulfillment has emerged elsewhere. It has appeared
in discovering a novel that permanently altered my perspective. It has appeared
in witnessing students suddenly understand a difficult concept. It has appeared
in conversations that generated more questions than answers. It has appeared in
moments of quiet reflection after a successful lesson.
These
experiences resemble what Lennon's song quietly celebrates. Success is not
always found in moving faster than everyone else. Sometimes it is found in
paying closer attention. Watching the wheels is therefore neither resignation
nor escape. It is an intentional way of inhabiting the world.
Conclusion
John
Lennon's Watching the Wheels has become much more than a favorite song.
It has become an intellectual companion that continually reminds me why I chose
education and why literature remains central to my life.
Donald
Schön explains why reflection is essential to professional growth. Martha
Nussbaum demonstrates how literature cultivates empathy and democratic
imagination. Gaston Bachelard reveals the intimate relationship between
imagination and the spaces we inhabit. Josef Pieper restores contemplation to
its rightful place within human flourishing. Paulo Freire reminds us that
education is ultimately an act of dialogue and liberation.
Together,
these thinkers illuminate what Lennon's song has quietly expressed all along. The
wheels continue turning. The classroom continues evolving. Books continue
opening new worlds. Learning continues reshaping identity. And perhaps the
greatest lesson of all is that a meaningful life is not measured solely by how
far we travel, but by how deeply we learn to observe the journey itself.
San
José, Costa Rica
Saturday,
September 26, 2026
📚 References
Bachelard, G. (1958). The poetics of space (M.
Jolas, Trans.). Beacon Press.
Freire, P. (1970). Pedagogy of the oppressed.
Continuum.
Lennon, J. (1980). Watching the wheels
[Song]. On Double Fantasy. Geffen Records.
Nussbaum, M. C. (1997). Cultivating
humanity: A classical defense of reform in liberal education. Harvard
University Press.
Pieper, J. (1998). Leisure: The basis of
culture (New ed.). St. Augustine's Press. (Original work published 1948)
Schön, D. A. (1983). The reflective practitioner:
How professionals think in action. Basic Books.
