Loneliness as a scene of instruction

Drawing on the Wittgenstein-inspired work of Stanley Cavell and Veena Das, this paper explores the question of mitigating loneliness in school environments. It is today widely recognized that loneliness in childhood may have extensive harmful effects on children’s wellbeing, academic achievement, and later quality of life. While positive to different kinds of efforts to reduce loneliness and develop social skills at school, I argue that a systematic pedagogy against loneliness should not primarily rely on social skills or friendship formation, but rather emphasize cultural learning, cultural sharing, and working together. At the heart of overcoming loneliness is the mystery and leap of faith involved in joining and gaining a voice of one’s own in shared activity. A pedagogy aware and respectful of that mystery – and the complexity of children’s relations – will be better equipped to reduce loneliness.