“I cannot know in another being what I do not know in myself” (p.113).
“We cannot know the great things of the universe until we know ourselves to be great things” (p.113).
These two quotes from our latest Palmer(2004) reading are at the core of what I believe his book and this class are all about: to truly embrace our vocation as educators we must take care to not only know ourselves, but love ourselves. This means accepting our wholeness and our brokenness, our strength and our weakness, our hopes and our fears. It means taking time to reflect honestly on our lives, striving to develop healthy and fruitful relationships with others ( friends, colleagues, students, family, etc), and trying to live a life of balance. As Gerard Manley Hopkins wrote, “The world is charged with the grandeur of God”; if we truly know and love ourselves, we will develop soft eyes and approach life and our vocation“ open and receptive, able to take in the greatness of the world and the grace of great things” (p.116). The paradox is that loving ourselves is not always an easy thing to do and success ultimately hinges on our relationships with others and our faith in God. Our identity and integrity are derived from our personal relationships and help provide meaning and purpose to our lives. Our faith and care for our relationship with God provides us the courage to endure the journey and wonder at the mysteries.
God’s Grandeur
THE WORLD is charged with the grandeur of God.
It will flame out, like shining from shook foil;
It gathers to a greatness, like the ooze of oil
Crushed. Why do men then now not reck his rod?
Generations have trod, have trod, have trod;
And all is seared with trade; bleared, smeared with toil;
And wears man’s smudge and shares man’s smell: the soil
Is bare now, nor can foot feel, being shod.
And for all this, nature is never spent;
There lives the dearest freshness deep down things;
And though the last lights off the black West went
Oh, morning, at the brown brink eastward, springs—
Because the Holy Ghost over the bent
World broods with warm breast and with ah! bright wings
-Gerard Manley Hopkins
Tuesday, July 22, 2008
Sunday, July 20, 2008
Living the Questions
I must admit that I grapple with Palmer’s(2007) notion of living the questions that make up the paradox of teaching. I can and do live with questions everyday of my life, but the idea of living the questions is something I have trouble wrapping my mind around. How does one do this? Palmer suggests that asking how “is not a question that can be answered, for it is done in the teacher’s heart: holding the tension of opposites is about being, not doing” (p.88). The state of being that Palmer refers to is not one that I have yet achieved. My heart is restless, patience is not one of my best virtues, and I am constantly wrestling with questions. I know I teach with and from my heart, but I am not in harmony with my questions. I accept and often wonder at the many paradoxes involved in education, but often times they do leave me unsettled. Why have I not been able to engage this particular student? Or why did one retreat go well and another not so well? Why does one class test my patience and another fuel my passion? Why do some students love a retreat while others find it totally boring? Why have I felt totally fulfilled, driven, and satisfied with my life as a teacher one day and defeated, set adrift, and lost the next? My reflections on these questions have occasionally led me to discover new insights into my life, my character, and my teaching. However, these reflections usually lead me to more questions that I cannot answer. My frustration at times can be maddening, but ultimately I find peace by trying to let go and turn the questions over to God. Is that what Palmer means by living the questions? If so, then maybe I am, but I would not describe it as a constant state of being. For me, it is a way of being that I strive toward, sometimes finding success other times failure.
Thursday, July 17, 2008
A Teacher's Fearful Heart
“ The fear I want to get rid of is rooted in my need to be popular with young people-a need that may be endemic among people who become teachers but one that keeps us from serving our students well” (p. 50).
With this one sentence Parker Palmer (2007) completely knocked me off my rocker. I realized that I share this fear with Palmer and this realization was not an easy pill to swallow. I have always viewed my youth and ability to “relate” to students as my greatest strength, however after this latest Palmer reading, I wonder if it has been my greatest hindrance. I am an alumnus of the school at which I work and from the second I was hired, I strove to be the “cool” teacher that I thought students would admire. I like to think this is because in my own high school experience most of the teachers who had a positive influence on me were those who I perceived to be “cool” and able to relate to my life as a student. I guess my rational was that if students viewed me as popular or “cool” they might be more inclined to seek me out for advice or counsel. Or if nothing else, they might be more open to the ideas I was presenting. This in turn would increase my number of opportunities to help guide them and be of service to their needs. However, the more I thought about this fear and how it has manifested itself in my teaching, the more instances I recognized where I had fallen victim to the trap of which Palmer speaks, “It leads me to pander students, to lose both my dignity and my way” (p.50). It scares me to think of how many students I may have overlooked because of my own shallowness. How many students’ attempts at friendship or mentorship went unnoticed? How many opportunities for “divine encounters” have I wasted? From this day forward, I resolve to no longer allow my fear of being viewed as unpopular and un-cool sway my approach to teaching or my personal interactions with students!
I would like to share this wonderful quote regarding our deepest fear:
“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.” - AMEN!
(Marianne Williamson, quoted by Nelson Mandela in his 1994 inauguration speech)
With this one sentence Parker Palmer (2007) completely knocked me off my rocker. I realized that I share this fear with Palmer and this realization was not an easy pill to swallow. I have always viewed my youth and ability to “relate” to students as my greatest strength, however after this latest Palmer reading, I wonder if it has been my greatest hindrance. I am an alumnus of the school at which I work and from the second I was hired, I strove to be the “cool” teacher that I thought students would admire. I like to think this is because in my own high school experience most of the teachers who had a positive influence on me were those who I perceived to be “cool” and able to relate to my life as a student. I guess my rational was that if students viewed me as popular or “cool” they might be more inclined to seek me out for advice or counsel. Or if nothing else, they might be more open to the ideas I was presenting. This in turn would increase my number of opportunities to help guide them and be of service to their needs. However, the more I thought about this fear and how it has manifested itself in my teaching, the more instances I recognized where I had fallen victim to the trap of which Palmer speaks, “It leads me to pander students, to lose both my dignity and my way” (p.50). It scares me to think of how many students I may have overlooked because of my own shallowness. How many students’ attempts at friendship or mentorship went unnoticed? How many opportunities for “divine encounters” have I wasted? From this day forward, I resolve to no longer allow my fear of being viewed as unpopular and un-cool sway my approach to teaching or my personal interactions with students!
I would like to share this wonderful quote regarding our deepest fear:
“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.” - AMEN!
(Marianne Williamson, quoted by Nelson Mandela in his 1994 inauguration speech)
Tuesday, July 15, 2008
The Value of Mentoring
Parker Palmer posed two questions in his opening chapter that really pulled at the strings of my heart .
What made your mentor great?
What was it about you that allowed great mentoring to happen?
The rest of this blog represents my attempt to answer the questions posed above.
My first meeting with Don Smith came as a freshman in his World Cultures class. I remember being struck right away at his ability to make everyone feel welcome and comfortable. For me, Don was not only my teacher, but also my friend, role model, and valued colleague. In the ten years I was graced to know him he was always a source of great strength, compassion, and intellect. Don was the first teacher to ever tell me he loved me. He was also the first male teacher I ever encountered who was comfortable showing his emotions and true feelings to his students. It was not uncommon for Don to be unashamedly brought to tears while relaying one of his many “life lessons” to the class, or while introducing us to a song, prayer, or Bible passage that had moved him. The man was truly comfortable in his own skin and by being so, empowered his students to grow more comfortable in their own. Don was okay being vulnerable in front of his students and as a result was loved and respected by them in a way that more closely resembled a paternal relationship than that of a teacher-student.
The second question is much more difficult to answer. When I began taking Don's class my father was not around and I was struggling to adjust to life in the United States. Growing up abroad instilled in me an appreciation for diversity and the many qualities that make each person unique. The paradox was that I myself lacked the self confidence to allow my own unique qualities to come forth. Looking back on that time , I believe I was looking for inspiration. I think the thing about me that allowed great mentoring to occur between Don and I was my openness. My openess to him ,his style of teaching, and his offer of friendship. The mentoring that occured between Don and I helped strengthen my self confidence and gave me the courage to be myself and embrace the qualities that make me unique.
What steps can we take to foster mentoring relationships within our schools? Can this relationship exist between colleagues? Between teachers and administrators? If so, what is the value?
What things do we do that block the development of mentor relationships with our students and/or colleagues? What are the dangers involved with not nurturing these type of relationships within our school communities?
What made your mentor great?
What was it about you that allowed great mentoring to happen?
The rest of this blog represents my attempt to answer the questions posed above.
My first meeting with Don Smith came as a freshman in his World Cultures class. I remember being struck right away at his ability to make everyone feel welcome and comfortable. For me, Don was not only my teacher, but also my friend, role model, and valued colleague. In the ten years I was graced to know him he was always a source of great strength, compassion, and intellect. Don was the first teacher to ever tell me he loved me. He was also the first male teacher I ever encountered who was comfortable showing his emotions and true feelings to his students. It was not uncommon for Don to be unashamedly brought to tears while relaying one of his many “life lessons” to the class, or while introducing us to a song, prayer, or Bible passage that had moved him. The man was truly comfortable in his own skin and by being so, empowered his students to grow more comfortable in their own. Don was okay being vulnerable in front of his students and as a result was loved and respected by them in a way that more closely resembled a paternal relationship than that of a teacher-student.
The second question is much more difficult to answer. When I began taking Don's class my father was not around and I was struggling to adjust to life in the United States. Growing up abroad instilled in me an appreciation for diversity and the many qualities that make each person unique. The paradox was that I myself lacked the self confidence to allow my own unique qualities to come forth. Looking back on that time , I believe I was looking for inspiration. I think the thing about me that allowed great mentoring to occur between Don and I was my openness. My openess to him ,his style of teaching, and his offer of friendship. The mentoring that occured between Don and I helped strengthen my self confidence and gave me the courage to be myself and embrace the qualities that make me unique.
What steps can we take to foster mentoring relationships within our schools? Can this relationship exist between colleagues? Between teachers and administrators? If so, what is the value?
What things do we do that block the development of mentor relationships with our students and/or colleagues? What are the dangers involved with not nurturing these type of relationships within our school communities?
Sunday, July 13, 2008
Embracing the Mystery
In the final chapter of The Teacher’s Calling, Gloria Durka (2002) posed this thought provoking question, “Can we live our vocation in such a way as to invite mystery?”(p.75)
I believe the answer to the question hinges on our belief that we are called to a vocation in education. By recognizing and answering this call, we acknowledge and accept from the very beginning that there is mystery involved in this vocation. The call itself is mysterious. As we questioned in class, how do we recognize our call? Can our call change? What if we feel called to multiple vocations (Teacher, Husband, Father, Religious, etc.)? All of these questions involve mystery. By answering our call we are accepting an invitation to a life steeped in mystery. The degree to which we nurture our own spirituality and maintain a healthy balance between our professional and personal life directly impacts how we deal with this mystery. Understanding that education is a Holy endeavor and maintaining a strong sense of purpose are the crucial elements to not only accepting the mysteries involved with our vocation, but marvelling and drawing strength from them as well.
I believe the answer to the question hinges on our belief that we are called to a vocation in education. By recognizing and answering this call, we acknowledge and accept from the very beginning that there is mystery involved in this vocation. The call itself is mysterious. As we questioned in class, how do we recognize our call? Can our call change? What if we feel called to multiple vocations (Teacher, Husband, Father, Religious, etc.)? All of these questions involve mystery. By answering our call we are accepting an invitation to a life steeped in mystery. The degree to which we nurture our own spirituality and maintain a healthy balance between our professional and personal life directly impacts how we deal with this mystery. Understanding that education is a Holy endeavor and maintaining a strong sense of purpose are the crucial elements to not only accepting the mysteries involved with our vocation, but marvelling and drawing strength from them as well.
Thursday, July 10, 2008
Teaching with Courage, Imagination, Wisdom, and Love.
“Nothing is more practical than finding God, than falling in love in a quite absolute, final way. What you are in love with, what seizes your imagination, will affect everything. It will decide what will get you out of bed in the morning, what you will do with your evenings, how you spend your weekends, what you read, whom you know, what breaks your heart, and what amazes you with joy and gratitude. Fall in love, stay in love, and it will decide everything.” -Pedro Arrupe S.J.
In my view, Fr. Pedro Arrupe S.J. perfectly captured the meaning of vocation. To accept teaching as our vocation is to fall in love. This love permeates every aspect of our life. It provides us the courage of heart to open up to our students and allow ourselves to be vulnerable. The uplifting power of this love gives us the strength and determination to overcome the many challenges and obstacles a teacher must face. This love inspires our imagination and fuels our creative drive. As we grow in love, we in turn grow in wisdom. Our wisdom reinforces our understanding of the need for continual growth. Through our wisdom, we come to appreciate that there is always more we can learn and it drives us to faithfully evaluate the effectiveness of our teaching style, methods, and environment. If we are to embrace teaching as vocation we must be prepared to give over to it completely, heart, mind, body, and soul.
In my view, Fr. Pedro Arrupe S.J. perfectly captured the meaning of vocation. To accept teaching as our vocation is to fall in love. This love permeates every aspect of our life. It provides us the courage of heart to open up to our students and allow ourselves to be vulnerable. The uplifting power of this love gives us the strength and determination to overcome the many challenges and obstacles a teacher must face. This love inspires our imagination and fuels our creative drive. As we grow in love, we in turn grow in wisdom. Our wisdom reinforces our understanding of the need for continual growth. Through our wisdom, we come to appreciate that there is always more we can learn and it drives us to faithfully evaluate the effectiveness of our teaching style, methods, and environment. If we are to embrace teaching as vocation we must be prepared to give over to it completely, heart, mind, body, and soul.
Tuesday, July 8, 2008
A Pedagogy Grounded in Christian Spirituality
Two major concepts stuck out to me while reading Dr. Shimabukuros article. The first is that as Catholic Educators we are called to approach teaching with just as much of our heart as our intellect. The second is that we must create learning enviroments and taylor our teaching methods and styles in such a way that we care for and stimulate the heart, mind, and soul of our students . I also see a number of parallels between New Science methodology and some core Catholic charisms that have long been put into practice in Catholic education. The Jesuit ideal of Cura Personalis mirrors the New Science concept of meeting students where they are and establishing real personal connections with them before deciding on the direction of the class curriculum and instruction method.
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