As I move into the next section of Palmer’s book I am struck by his shift to esoteric descriptions of the grace and sacredness of education. Where I was eating up the first half of his book, I am now struggling to connect with his thoughts and theories related to education. Parker discusses the Holiness (with a capital H) and the mystery of our collective minds and the nature of great things. Where the previous chapters had me thinking, “Wow, this book was written for me,” this next section is leaving me feeling disconnected and unable to wrap my head around Palmer’s meaning as he delves into “diversity, ambiguity, and creative conflict,” as it relates to education. (p. 85).
In further sections of the book, Palmer describes the culture of disrespect that we are currently confronted with as educators. I think this is a real problem; I witness children disrespecting their parents, teachers, and others in position of authority in ways we would never have dreamed of as young people. We, as teachers, have to wade through this culture of disrespect, attempting to teach not only academics to our students but basic traits of humanity and decency. This is a huge responsibility that should not be shouldered by teachers alone.
Palmer speaks in the last section of his book about the importance of community as it relates to schools and teaching. We cannot teach in a vacuum, insists Palmer. It is only through community with fellow teachers that we can improve our teaching. We must step outside our classroom doors and commune with like-minded professional educators in order to create a comprehensive learning environment. We have much to learn from other teachers, and much to offer others as well. It is through this communion that we succeed, according to Palmer. (p. 141).
In further sections of the book, Palmer describes the culture of disrespect that we are currently confronted with as educators. I think this is a real problem; I witness children disrespecting their parents, teachers, and others in position of authority in ways we would never have dreamed of as young people. We, as teachers, have to wade through this culture of disrespect, attempting to teach not only academics to our students but basic traits of humanity and decency. This is a huge responsibility that should not be shouldered by teachers alone.
Palmer speaks in the last section of his book about the importance of community as it relates to schools and teaching. We cannot teach in a vacuum, insists Palmer. It is only through community with fellow teachers that we can improve our teaching. We must step outside our classroom doors and commune with like-minded professional educators in order to create a comprehensive learning environment. We have much to learn from other teachers, and much to offer others as well. It is through this communion that we succeed, according to Palmer. (p. 141).