Rightfully so, we are all about technique and skill development. Your students expect that their skills portfolio will serve as a springboard for a successful kitchen career. But those of us who have chosen a lifelong presence in kitchens understand that technique without understanding and passion will fall short over time. Cooking and being a cook are different. Cooking is a process most everyone can follow. Becoming a cook involves reflection on traditions and cultural differences, feeling a relationship with the ingredients and tapping into the soul of a centuries-old way of connecting with people.
A culinary education that does not embrace connections with the “softer” part of being a cook will fall short of making a real difference in the lives of the cook, the chef, and those who connect with the resulting plates of food. How might a school provide an opportunity for a more holistic approach toward teaching the culinary arts?
Over many years in the kitchen and just as many in the culinary classroom, I am convinced the most important part of a culinary class is the inclusion of a family meal. We can train the technique and measure a student’s alignment with a standard. We truly teach students to be cooks when they sit down, break bread with their classmates and engage with what they produced. The students can talk about the history behind a dish and the roles played by the farmers, ranchers, fishermen, cheesemakers, bread bakers and others who provided the raw materials. They can share their food experiences with each other. That plate of food will have a much deeper meaning and significance when understanding, passion and personal history are involved.
Suddenly, the preparation of food is something to revere. Unexpectedly, respecting those who provided the raw materials becomes exponentially more important. All of a sudden, personal connections with the process of cooking take on enhanced importance.
The significance of breaking bread and sharing stories should never be overlooked. Real education is not limited to process – it must stimulate deeper thinking, true appreciation, and constant interest in learning more. When this happens, the finished plate of food that is slid down the pass is not just a product; it reflects who the cook is, what he or she believes in, and a celebration of people and experiences.
As we end another calendar year, I encourage every instructor to build time at the end of each culinary lab to sit around a table, talk about food and discuss the challenges faced by those involved in bringing ingredients to the kitchen. Educators can challenge students to think about the global significance of what they do. Watch and relish the process of not just learning how to cook but in growing to become a cook.
PLAN BETTER – TRAIN HARDER
Paul Sorgule, MS, AAC, president of Harvest America Ventures, a mobile restaurant incubator based in Saranac Lake, N.Y., is the former vice president of New England Culinary Institute and a former dean at Paul Smith’s College. Contact him atThis email address is being protected from spambots. You need JavaScript enabled to view it..