One can, I think, listen someone into existence, encourage a stronger self to emerge or a new talent to flourish. Good teachers listen this way, as do terrific grandfathers and similar heroes of the spirit.
Teaching has much in common with the ancient art of spiritual guidance.
Get full access to this article
View all access options for this article.
References
1.
ChoL. Y., MillerL. J., HrastarM. G., SuttonN. A., & YounesJ. P. (2009). Synchronicity Awareness Intervention: A Pilot Study. Teachers College Record, 111(12).
2.
HartT. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28–46.
3.
JacksonP. W. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
4.
NietoS. (2005) Why we teach.New York: Teachers College Press.
5.
O'ReillyM. R. (1998) Radical presence: Teaching as a contemplative practice. Portsmouth, NH: Bonton/Cook.
6.
ReidE., & MillerL. (2009). An exploration in mindfulness: Classroom of detectives. Teachers College Record, 111(12).
7.
RichardsC. E. (2009). Toward a pedagogy of self. Teachers College Record, 111(12).
8.
Sawyer CohenJ., & MillerL. J. (2009). Interpersonal mindfulness training for well-being: A pilot study with psychology graduate students. Teachers College Record, 111(12).
9.
SchoonmakerF. (2009). Only those who see take off their shoes: Seeing the classroom as a spiritual space. Teachers College Record, 111(12).
10.
SempleR. J., ReidE. F. G., MillerL. F. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy: An International Quarterly, 19, 379–392.
11.
WentzelK., & JuvonenJ. (1996). Social motivation: Understanding children's school adjustment. New York: Cambridge University Press.
12.
WrenD. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34, 5–22.