If we want a community of truth in the classroom, a community that can keep us honest, we must put a third thing, a great thing, at the center of the pedagogical circle. When student and teacher are the only active agents, community easily slips into narcissism, where either the teacher reigns supreme or students can do no wrong. A learning community that embodies both rigor and involvement will elude us until we establish a plumb line that measures teacher and students alike—as great things can do. …
The subject-centered classroom is characterized by the fact that the third thing has a presence so real, so vivid, so vocal, that it can hold teacher and students alike accountable for what they say and do. In such a classroom, there are no inert facts. The great thing is so alive that teacher can turn to student or student to teacher, and either can make a claim on the other in the name of that great thing. Here, teacher and students have a power beyond themselves to contend with—the power of a subject that transcends our self-absorption and refuses to be reduced to our claims about it. …
Having seen the possibility of a subject-centered classroom, I now listen anew to students’ stories about their great teachers in which ‘a passion for the subject’ is a trait so often named (a passion that need not be noisy but can be quietly intense). I always thought that passion made a teacher great because it brought contagious energy into the classroom, but now I realize its deeper function. Passion for the subject propels that subject, not the teacher, into the center of the learning circle—and when a great thing is in their midst, students have direct access to the energy of learning and of life.
— Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (San Francisco: Jossey-Bass, 1998), 116-117 and 120
Tag: community
Human Seriousness
Free adults who undertake sustained and serious inquiry are not made from scratch—they are cultivated on trust. Education begins from the assumption that students are capable of taking responsibility for their own learning and that they are naturally motivated, even driven from within to pursue fundamental questions. That assumption is based on nothing other than the simple humanity of the student and the student’s free choice to take up an education.
It is a commonplace of the theory of human excellence, going back at least to Aristotle, that virtues are learned by imitation. If we wish to promote the virtue of seriousness in young people, to pass on free inquiry, to lead students into the depths where real insight and understanding take place, we must first cultivate ourselves. We should remind ourselves of the human questions that once gripped us. We should reconsider our work, our choices, the broad scope of our lives in light of those questions. We must form the community of equals that human seriousness makes possible, and invite our students to join us.
—Zena Hitz, Lost in Thought: The Hidden Pleasures of an Intellectual Life (Princeton University Press, 2020), 196-197
Blue Book Diaries 