the contemplating teacher:
taking the long view (1)
Lee Worley
Photo: © Zsolt Zsoló Kóté
When we observe the communication between parent and child or between a teacher and a student we readily see that relationship is fundamental to learning. Beyond these primary relationships, there are numbers of interlocking relationships that either help or hinder learning: between the student and other students, teacher and other teachers, the class and its teacher and both class and teacher with the space, time and environment. Widening the circle even further, we see the effect of other relationships such as that between teacher and parents, student and his or her parents, teachers and administrators and, of course, that of teacher and student to the lesson itself. Relationship, or the lack of it, really matters.
Perhaps it is the very obviousness of this truism that obscures its importance. Without taking time here to investigate why relationship has been so marginalized, ignored or left to chance in our teaching and learning arenas, I propose to discuss one approach to healing these rifts and returning the heart connection to the learning process. It is called “contemplative education” and it begins with the most intimate of relationships ― relationship with oneself.
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