Palmer

// From __The Courage to Teach__ // // Parker J. Palmer // // Excerpts from… // // Teaching From Within // // We Teach Who We Are // // I am a teacher at heart, and there are moments in the classroo //// m when I can hardly hold the joy. When my students and I discover unchartered territory to explore, when the pathway out of the thicket opens up before us, when our experience is illuminated by the lightning-life of the mind—then teaching is the finest work I know. //

// But at other moments, the classroom is so lifeless or painful or confused—and I am so powerless to do anything about it—that my claim to be a teacher seems a transparent sham. Then the enemy is everywhere; in those students from some alien planet, in that subject I thought I knew, and in the personal pathology that keeps me earning my living this way. What a fool I was to imagine that I had m //// astered this occult art—harder to divine than tea leaves and impossible for mortals to do even passably well! //

// When you love your work—and many teachers do—the only way to get out of trouble is to get deeper in. We must enter, not evade, the tangles of teaching so we can understand them better and negotiate them with more grace, not only to guard our own spirits but also to serve our students well. //

// Those tangles have three important sources. The first two are commonplace, but the third, and most fundamental, is rarely given its due. First, the subjects we teach are as large and complex as life, so o //// ur knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole, and respond to them wisely in the moment, requires a fusion of Freud and Solomon that few of us achieve. //

// If students and subjects account for all the complexities of teaching, our standard ways of coping would do—keep up with our fields as best we can and learn enough techniques to stay ahead of the student psyche. But there is another reason for these complexities: we teach who we are. //

// Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good teaching as knowing my students and my subject. //