In many ways, it is itself an act of courage to read this book. Mr. Palmer has taken the rare, difficult task of probing to the heart of the learning experience and seeks to reveal its essence for any teacher willing to explore with him. In this task--like a good teacher--he asks more questions than he answers and he is concerned in discovering the process and the means of learning and teaching.For me, what lingers after finishing the short book are two key concepts his identifies: identity and integrity. For each individual teacher, the need to have some balanced perspective of self-identity becomes paramount. Do I teach to peddle my agenda? Do I teach in order to be the big fish in a little pond? Do I teach because I like the stage? Or, Do I teach in order to fulfill an inner yearning, even sadness?. Next, the balance of integrity must center a good teacher. Do I seek fairness among my students? Do I build good habits of discipline? Do I live justly? Eschew competition? Seek first of all to teach meaning, itself a subject-centered approach?
See? These are the kinds of questions that echo in my mind after reading The Courage To Teach. I particularly like what Mr. Palmer had to say regarding fear, teaching from fear, and hiding among our fears while facing them. Beauty lies in the paradox.
Now, I look for those critical moments in teaching for what they are. I strive to find my identity in my students faces; I am challenged to live with integrity in my heart AND in my mind.
No student of educational reform should be without this book.
One more thing: if nothing else, read this book for the research and precious quotes that Mr. Palmer uses. His endnotes are worth the price alone.
Reading Group Favorite