10-8-24 PRIVATE SESSION
The conversation on absence brings forth a range of contradictions, discoveries, and profound reflections. Absence, at its core, was explored from perspectives that revealed both its positive and negative connotations. Some saw absence as a marker of disengagement, a loss of connection or opportunity, while others viewed it as an intentional choice, a space for creativity or self-preservation. A common thread throughout the discussion was the fear of being judged for being absent, and how absence is often misunderstood or wrongly attributed to apathy. Yet, others reflected on how absence could also be a space of liberation, where stepping away from societal or institutional norms allows for deeper personal growth.
The conversation also highlighted a paradox in how absence is experienced within various systems. In education, absence was often seen as a failure to engage, a missed opportunity that could have lasting impacts on a child's development. However, it also pointed to the idea that sometimes, structured environments, such as schools, don't fit every individual's needs. For some, absence from these spaces was essential for survival or for finding alternative pathways to success. The tension between absence as a failure and absence as a necessity was a recurring theme, complicating the simple binary of present versus absent.
Lastly, absence in relationships, politics, and religion was discussed with emotional depth. In religion, absence was seen as exclusion, a forced condition for those who don’t fit into traditional practices or beliefs. In politics, absence often equated to disenfranchisement—where people feel that their voices don’t matter. Across all contexts, the conversation circled back to the idea that absence is not always visible; it can be present in the body while absent in spirit or connection. The exploration of absence challenged assumptions, opening new paths of inquiry and reflection on how we define engagement, belonging, and the act of being present.
Surprising Discoveries:
Absence as Liberation
One surprising discovery from the conversation was the realization that absence is not always viewed negatively, and in some cases, it is even appealing. For some, the act of being absent from certain environments is a form of liberation rather than something to be judged or avoided. This reframed absence as a conscious, valuable choice, especially in situations where presence feels confining or misaligned with personal values. The idea that absence can be appealing opened up new ways of understanding its role in personal autonomy and well-being.
Absence as a Reflection of Institutional Gaps
Another unexpected insight was the complexity of absence in structured environments like schools and workplaces. The initial assumption was that absence reflected a lack of engagement or failure to meet expectations, but the conversation revealed that absence often signals institutional gaps. Many shared that absence can be a response to environments that fail to provide support, connection, or relevance, making it clear that absence is not just a personal issue but often a reflection of larger systemic problems.
Presence and Absence Coexist in Unexpected Ways
The idea that people can be physically present while emotionally absent challenged traditional views of absence and presence as opposites. The conversation revealed the paradox that presence in body does not always equal engagement, and conversely, absence can leave a powerful emotional imprint. This discovery underscored the nuanced nature of absence, showing how it can exist within presence, and how both can carry significant emotional weight in various contexts.
Absence as a Path to Growth and Innovation
A surprising discovery was how absence can be a space for growth and creativity. Instead of viewing absence purely as a deficit or failure, the discussion revealed how stepping away from conventional paths or environments allows for new forms of learning, exploration, and self-development. Whether through alternative education models or personal reflection, absence was redefined as an opportunity for innovation and personal fulfillment, rather than a simple lack of engagement.
Key Themes:
Absence as a Misunderstood Space
Absence was frequently perceived as an indication of not caring, lack of commitment, or disengagement. However, the conversation revealed that this assumption can be misleading. Many discussed how absence can stem from deeper reasons—fear, exclusion, or a deliberate choice to protect one's well-being. Absence isn’t always a sign of neglect; sometimes it’s a quiet form of self-care, reflection, or the need to step away from environments that don’t align with personal values or needs. This theme challenges the simplistic judgments often placed on those who are absent.
Absence as a Reflection of Institutional Failure
The conversation highlighted how absence, particularly in structured environments like schools, can reflect the failure of institutions to meet the diverse needs of individuals. Chronic absenteeism was often discussed as an indicator of instability or distress, rather than defiance. Many shared how certain environments make individuals feel "othered," pushing them toward absence. Instead of punitive responses, the dialogue pointed toward the need for empathy and systems that support inclusion and understanding. Absence in this context points to a deeper systemic issue of unmet needs.
The Paradox of Presence and Absence
One of the most striking themes was the paradox that individuals can be physically present but emotionally or mentally absent. Whether in schools, workplaces, or personal relationships, the conversation explored how people often "show up" without truly engaging. The discussion brought forward the complexity of being there in body but disconnected in spirit. This paradox extended to how absence itself can sometimes carry a presence, as the emotional impact of someone's absence is often felt deeply. The theme underscores how presence and absence are not always opposites but can coexist in unexpected ways.
Absence as a Space for Growth and Creation
The dialogue opened the possibility that absence is not just a loss or a void but can be an intentional space for growth and creativity. Stepping away from traditional structures—whether in education, religion, or societal expectations—can lead to new opportunities for self-discovery and development. The conversation reflected how, for some, absence allowed the freedom to pursue meaningful experiences outside the norm, such as travel, alternative learning, or personal reflection. This theme redefined absence as not merely a retreat, but as an active, positive space for innovation and growth.
As you explore these visual symbols of the conversation, where do you recognize your own thoughts or those of others within its narrative?
What symbols within the artwork speak to you, and what stories do you think they're trying to tell?
In what ways does the art challenge or expand your current perspectives on absence?
How do the contradictions and paradoxes illustrated in the art resonate with your understanding or experience with belonging?
A CLOSER LOOK AT SYMBOLOGY
The Weight of Absence
This image speaks to the deep emotional impact of absence and exclusion. The figure sits alone in the cold, outside a grand, imposing door, symbolizing how absence can feel like being shut out from opportunities, connection, or belonging. The snow falling around the figure evokes a sense of time passing, as if the world continues to move on without acknowledging the person’s absence. This imagery aligns with the conversation around how absence, especially when imposed or misunderstood, can lead to feelings of abandonment, loneliness, and isolation.
Yet, the door, though closed, hints at the possibility of reentry—echoing the paradox of absence discussed in the conversation. Absence here isn't just a void; it carries the weight of rejection, but also the potential for return. The figure’s bowed posture reflects the internal struggle of trying to reconcile feelings of exclusion while holding onto hope that absence might one day transition into presence again. The image beautifully captures the tension between being left out and the yearning for reconnection.
A Conversation with Absence
This image reflects the internal dialogue between self and absence, capturing the paradox of how absence both distances and beckons us toward understanding. The figure on the left, representing absence, is mysterious, silent, and elusive, prompting the figure on the right—representing curiosity or self—to ask profound questions. This mirrors the conversation where absence isn’t seen just as physical absence but as a force that evokes deep reflection. The imagery conveys the moment when one confronts the reasons for absence, asking why it exists, what drives it, and where it leads.
The conversation is not one of judgment, but of seeking to understand absence’s role in life. Absence can feel like a loss, yet it also invites discovery, offering space to consider what is gained through withdrawal, silence, or disconnection. This reflects the idea from the dialogue that absence isn't always negative; sometimes, it is a place for introspection and personal growth. The image visualizes that intimate moment where absence and self sit across from one another, locked in an exchange that uncovers the hidden truths behind why absence occurs and what it ultimately means.
The Divide of Absence
In this image, the concept of absence is shown as a stark division and contrast in how absence is perceived and experienced. The two towering monoliths represent two opposing forces—perhaps absence and presence, or disengagement and connection—each casting long shadows across the landscape. The groups on either side are divided by an overwhelming contrast of color, with one side consumed by a cold, dark atmosphere and the other side bathed in fiery light. This visual dichotomy reflects how absence can be both chilling and isolating, or transformative and empowering, depending on one’s perspective.
The lone figures standing near the monoliths represent individuals caught between these two realities, embodying the struggle to reconcile the emotional weight of absence. On one side, absence is seen as a void or loss, while on the other, it becomes a catalyst for change or growth. The image asks us to consider the consequences of absence—how it both separates us from others and opens doors to new paths. This artwork explores the tension between isolation and transformation, illustrating the paradox that absence can sever connections but also spark profound shifts in understanding and purpose.
The Stories We Tell Ourselves
Social judgment and assumptions surrounding absence place a spotlight on the individual who is often misunderstood. The seated figure, isolated and bathed in light, represents the person whose absence is scrutinized by others. Surrounding them are shadowy figures and a crowd, each filled with assumptions about why someone is absent, reflected in the thought bubbles overhead. On one side, absence is assumed to be the result of apathy or carelessness—"They don’t care"—while on the other, it is recognized as a deliberate, thoughtful decision—"It’s the choice."
The crowd's divided perspective illustrates how absence can be seen through vastly different lenses: as an act of defiance, neglect, or even indifference, versus an intentional, considered act of autonomy. The image speaks to the internal struggle many face when they choose absence, and how that choice is often met with misunderstanding. The overall composition serves as a critique of society’s quick judgments, urging viewers to consider the unseen reasons behind why someone may not be present. This powerful depiction questions the accuracy of these assumptions and highlights the tension between judgment and empathy.
Present, But Absent
Physical presence does not always equate to emotional or mental engagement. On the left, students walk through the rain, their heads bowed, signaling a sense of disconnection and internal struggle. Though they are physically present in school, the image suggests a deeper absence, where feelings of isolation or lack of belonging persist. This side of the image reflects how students can show up but still feel detached, lost in their own struggles, unseen or unsupported in a meaningful way.
On the right, the bright, open landscape shows students running toward the light, symbolizing a sense of purpose, connection, and true engagement. Here, they are not just physically present—they are emotionally and mentally connected, fully participating in an experience where they feel they belong. The dividing line between the two worlds underscores the gap between being physically present but emotionally absent and the rare moments where both presence and engagement are fully aligned. The image invites a deeper reflection on how often students (or individuals in general) may be “there” in body but absent in spirit, and how crucial belonging and connection are in bridging that gap.
The Crossroads of Choice
A pivotal moment of decision, where a student stands at the intersection of two life paths—academic and vocational. The fork in the road symbolizes the pressure many young people face when choosing between a traditional, academic education represented by the university on the left, and a trade-based career path represented by the workshop and industry on the right. The student’s position at the center highlights the weight of this decision, with both sides offering different futures, values, and societal expectations.
The left side, with its grand academic buildings, scholars, and professional attire, speaks to the promise of intellectual pursuit and formal education. The right side, showing workers engaged in hands-on tasks, emphasizes practicality, skill-building, and the value of trades. The contrast between the two worlds highlights the cultural and societal divide between these paths, with one often being perceived as more prestigious while the other is seen as more grounded in everyday, practical needs.
The image conveys the inner conflict students experience—whether to follow the path laid out by academic institutions, which often promises higher social standing, or to choose a trade, which offers immediate, tangible skills but may come with less societal validation. The crowds in both directions show that neither path is isolated or lacking in opportunity, yet the decision is deeply personal. Ultimately, this artwork reflects the broader theme of how young people must navigate societal pressures, personal passions, and the promise of different life paths, underscoring that both choices come with their own forms of success and fulfillment.
The Path Through Solitude
A lone figure walking down an expansive, overgrown city street, framed by towering buildings on either side. The contrast between the imposing urban environment and the lush, vibrant nature creeping in suggests a world where the old structures of society are being reclaimed by something softer, more organic. The figure moves toward a bright light in the distance, hinting at a sense of purpose or discovery on a path that appears both deserted and inviting.
The solitude of the figure evokes a sense of isolation, but also freedom. The absence of others implies that this journey is deeply personal, one of self-discovery or perhaps retreat from the complexities of a modern, structured world. The overgrown city speaks to the idea that even in places built for order and conformity, nature—representing change, creativity, and new growth—can take hold and reshape what we know. The light ahead suggests hope, direction, or the promise of something beyond the familiar structures that surround us. This image invites reflection on the balance between solitude and the unknown, and what might be found when walking a path less traveled.
Fading in Plain Sight
The most profound discovery of this conversation is the realization that absence does not only occur in physical form, but often exists in emotional and psychological spaces, even when someone is physically present. The conversation reveals that a person can be "there" without truly being engaged, connected, or feeling a sense of belonging. This understanding shifts the perception of absence from merely being about missing moments or opportunities to a more nuanced recognition of how disconnected someone can feel even while appearing present. The discovery challenges assumptions, suggesting that absence is not just about who shows up, but about the deeper, often invisible, experiences of disengagement, exclusion, or intentional withdrawal.
THE MULTARITIES OF
ABSENCE
The conversation around absence brought to light several profound multarities—seemingly opposing truths that coexist within this complex concept. Absence was not simply about being missing or disengaged; instead, it revealed layers of meaning, from loss to opportunity, exclusion to liberation. Participants explored the nuanced relationship between physical presence and emotional engagement, highlighting how absence can reflect both personal choice and systemic failure. Judgment and empathy for absence were also examined, uncovering the ways in which absence is often misunderstood and misjudged. Ultimately, absence was shown to be more than a void—it holds the potential for presence, influence, and emotional connection even when one is not physically there.
Absence as Loss vs. Absence as Opportunity
Absence was seen as both a void and a space of potential. On one hand, absence signified missed opportunities, disconnection, and loss of engagement. On the other hand, it was viewed as a necessary space for reflection, creativity, and personal growth. This duality revealed that absence can be both a disadvantage and an opening for new experiences.
Absence as Exclusion vs. Absence as Liberation
Absence was discussed as something imposed on people, particularly in contexts like religion, where individuals are excluded due to differences in beliefs or identity. At the same time, absence was also framed as an act of freedom, where individuals intentionally remove themselves from confining environments. The tension between absence as forced exclusion and as a deliberate, freeing choice emerged strongly.
Presence as Physical vs. Presence as Emotional Engagement
The conversation highlighted the paradox of physical presence without true connection. Being present in body but absent in spirit or engagement was a recurring theme, underscoring the idea that showing up doesn’t always mean participation. This multarity revealed the complexity of what it truly means to be “present.”
Absence as a Failure vs. Absence as a Response to Failure
Absence in structured systems like schools or workplaces is often viewed as a personal failure to engage. However, the conversation also exposed that absence can be a response to the failure of the system itself. When environments fail to support individuals or meet their needs, absence can be a reflection of institutional shortcomings rather than personal neglect.
Judgment of Absence vs. Empathy for Absence
There was a sharp contrast between the immediate judgment often placed on those who are absent—assuming they don’t care or are disengaged—and the call for empathy. The discussion revealed that absence is often misunderstood and can stem from complex personal reasons, suggesting that judgment should be replaced with understanding and compassion.
Absence as Disconnection vs. Absence as Presence in Spirit
Even when physically absent, people’s presence can still be felt emotionally or spiritually. The conversation explored how someone’s absence can still carry weight, whether through their lasting influence, memory, or the way they are missed. This multarity highlighted how absence can paradoxically maintain a form of presence, leaving an emotional or relational impact even when a person is not physically there.
OTHER IMAGES ON ABSENCE
As you examine these additional images,. imagine what conversation points led to their creation.
Where do you see breadcrumbs of yourself and/or your story?
SESSION ANALYSIS
The Gifts of Emerging Insights
Our experience with the Multarity Project has shown us that the true gifts of insight are rarely confined to the moment of discussion. Instead, they continue to unfold and deepen over time as participants reflect, wrestle with, and revisit the ideas, feelings, and concepts introduced. While the following list represents the initial responses shared by each individual during our session, it’s likely that more profound gifts and realizations will emerge as these thoughts are processed and applied to their work and personal understanding. These gifts are the seeds of insight, and we trust they will continue to grow in the days and weeks ahead.
Amarie
Amarie’s surprise was personal. She shared how she hadn’t realized until recently that her own absence from spaces—after feeling like she didn’t fit in or wasn’t valued—mirrored what students might feel when they disengage from school. It was a moment of self-reflection about how exclusion can lead to both literal and emotional absence.
Amarie’s gift is the personal insight into how exclusion leads to absence. She’s reflecting on her own experiences of feeling like she didn’t belong and how that might mirror what students experience in school. She’s taking this personal lens forward to better understand the emotional side of absence.
Shelley
Shelley’s insight centered on the idea that absence isn't always intentional or about rebellion. She was struck by how often people are absent not out of choice, but because they are overwhelmed, unprepared, or struggling with things others can’t see. She realized how often we misunderstand absence as indifference when it might be the result of challenges we don’t fully understand.
Shelley’s gift is the realization that absence isn’t always intentional. She’s now more attuned to the idea that people can be absent because they are overwhelmed or struggling in ways that aren’t visible, not because they are being rebellious or indifferent.
Lexi
Lexi’s surprise was in realizing how conflicted she felt about absence after the discussion. Initially, she saw absence as something negative and concerning, but the conversation revealed its complexity, leaving her unsure and reflective. This shifted her understanding of absence, making her see it not as a simple issue but one that involves deeper layers of meaning and significance.
Lexi’s gift is the recognition of the many layers of and complex nature of absence. She now takes home a renewed respect for the complexity of the topic, realizing that absence is not always straightforward and can involve many different factors and perspectives. This deepened understanding allows her to approach the issue with greater empathy and openness.
Jim
Jim’s surprise came from the realization that absence can be seen as an act of agency rather than neglect. He reflected on how the assumption that people don't care because they are absent is often inaccurate. It challenged the way we typically think about absenteeism, revealing that sometimes absence is a deliberate, intentional choice that doesn't always signal indifference.
Jim is taking with him the gift of understanding that absence doesn’t always equate to not caring. He realized that absence can sometimes be an act of self-agency and intentional choice, rather than an indicator of disinterest or neglect.
Colleen
Colleen was struck by how much absence reflects not just a student issue but a systemic one. She expressed surprise at how traditional institutions, such as churches and schools, can sometimes be so inward-focused that they miss opportunities to truly connect with the broader community. Her takeaway was the need to redefine what presence looks like in both physical and emotional terms.
Colleen is leaving with the gift of seeing the bigger picture of absence—how institutions can be so inward-focused that they miss opportunities to reach out to the community. She’s taking a broader perspective of how we define presence, both physically and emotionally.
Tanner
Tanner was surprised by how fear-based his own experience of absence had been growing up and how that contrasted with the more intentional and creative ways people might engage in absence today. He reflected on how absence, especially when chosen with intention (like traveling with his children), can sometimes be a path to deeper connection and learning.
Tanner is taking with him the gift of recognizing the difference between fear-based absence and intentional absence. He’s walking away with a new appreciation for how being absent—when done with purpose—can lead to deeper connections and learning.
Jon
Jon reflected on the surprising realization that absence, at times, can be just as important as presence. He shared that sometimes, absence allows space for reflection, growth, or making space for others. He found it surprising how this shift in perspective led him to reconsider how absence plays a role not only in school, but in broader life contexts.
Jon is leaving with the gift of understanding the value of absence. He sees now that absence, at times, can create space for reflection, growth, or allowing others to step forward, which changes how he views its role in both personal and professional life.
New insights? Please share.
As you reflect on the depth and breadth of our conversation on Absence, we invite you to share any new gifts of insight that may have emerged since our session. Whether it's a new perspective, an unexpected realization, or a deeper understanding, we’d love to hear what continues to surface for you. We're listening!
Observations & Recommendations
Dear Act Now Team,
In this session, we chose to focus on the broader concept of Absence as a way to help you, the Act Now team, step into the complexities of chronic absenteeism from a fresh perspective. By engaging in this Multarity session, our goal was to create space for you to experience the multaritous aspects of absence—not just as an issue of students missing school but as a deeply layered concept that spans emotional, psychological, and systemic realms. The Multarity Project is designed to uncover these hidden facets, inviting you to see absence in a new light and, with that, generate new solutions and deeper insights into the challenges you face.
A Few Observations:
Absence is Not Just a Matter of Physical Presence
A major insight from our session was the recognition that absence is not solely defined by someone being physically gone. Many students may be in the classroom but are still absent emotionally or mentally. This observation shifts our understanding of absenteeism from a purely logistical challenge to one that encompasses emotional and psychological disengagement, suggesting that simply being in school does not always equate to true presence.
Absence Reflects Larger Systemic Issues
The conversation highlighted that absenteeism often points to larger, unaddressed systemic gaps—whether in the school’s environment, family dynamics, mental health, or community support. Absence can be a silent signal of deeper issues like a lack of safety, belonging, or personal connection. Recognizing this allows us to understand that truancy is often symptomatic of broader, unresolved issues that require attention.
Belonging as a Crucial Element in Preventing Absence
Time and again, the discussion returned to the power of belonging. When students feel disconnected from their peers, teachers, or the curriculum, absence often follows. The feeling of not fitting in or not being valued emotionally is as significant a reason for absence as external factors. This observation invites us to consider that belonging is foundational to solving absenteeism.
Initial Recommendations:
In light of our discussion on Absence and its connection to chronic absenteeism, we offer these reflections with an understanding that new perspectives often reveal new solutions. As an organization outside the traditional problem-solving framework, we approach these recommendations with curiosity, inviting deeper exploration into the unseen layers of absence.
Shifting from Attendance to Engagement
We wonder if it might be worth shifting the focus from simply ensuring attendance to fostering meaningful engagement. The conversation suggested that students might be physically present in school but emotionally or mentally disengaged. By prioritizing connection—whether through relationships, relevance in learning, or emotional support—students may feel more drawn to be present in more than just body.
Emphasizing Empathy in Intervention
From our conversation, it seems that students’ absences are often a reflection of personal struggles rather than defiance. You might explore how empathy can be woven into interventions, offering students support before taking punitive action. This empathetic approach might involve teachers or counselors listening to students’ concerns and providing resources that address the emotional and practical barriers they face.
Absenteeism as a Symptom of Deeper Issues
We’re curious whether absenteeism might serve as a signal of unmet needs rather than simply a behavior to correct. From the stories shared, absence often reflects challenges that run deeper, such as mental health struggles or social exclusion. Perhaps by addressing the root causes of absence—through early intervention or community support—we might see more lasting reengagement with students.
Incorporating Student Voices in Solutions
We’re curious if inviting students into the conversation about absenteeism in a Multarity Session might offer new insights. By asking students what makes them feel connected or disconnected, and what might help them show up more fully, solutions could be crafted that address needs we might not fully understand. Students, as the ones directly impacted, may have ideas about what’s missing or what could change to improve engagement.
Strengthening a Sense of Belonging
We heard time and again the importance of belonging, and we wonder if creating environments where students feel they genuinely belong could be a key step. Whether through peer mentoring, inclusive classroom practices, or opportunities for students to express themselves freely, a stronger sense of belonging might naturally reduce absenteeism.
Viewing Absence Holistically
We wonder if it’s possible to take a more holistic view of absence, seeing it not only as a failure to attend school but as a symptom of larger systemic or personal challenges. What would it look like to support the whole student—socially, emotionally, and mentally—rather than just trying to get them to show up physically? This broader perspective might reveal pathways to helping students stay engaged in school long term.
Our hope is that by approaching absence with fresh eyes, we can collectively explore new possibilities that might have been overlooked in more conventional approaches. These ideas, rooted in the personal stories and reflections shared during our conversation, are offered as a way to widen the lens through which we view chronic absenteeism and to invite the kind of deep reflection that leads to lasting solutions.
With gratitude,
Ginger & Chris
