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| Inspirations When I think of what it means to teach,
I no longer always think of instructions. I think again and again of
creating a space and time where I/we can be present; ready to help in
multiple ways – to soothe, to encourage, to demand of one or another,
to do what is necessary at the moment, based on experience, on intuition,
on insight, on needs and respect and care – or simply to witness,
affirm, smile or cry as heartfelt. In this world new challenges present
themselves not only to educators but to everyone for whom contingency
and loss of certainty do not necessarily mean the inevitable triumph
of nihilism and despair but rather a state of possibility. Education presupposes intrinsic motivation
– that the student is intrinsically motivated to learn and the
teacher intrinsically motivated to teach. While grades and the like
are an important element to school structures, the reason for teaching
and learning are not fueled by numbers – but by a sheer desire
to attain knowledge for knowledge sake. Educators at all levels are in an ideal
position to influence the world views of both children and adults. Children
are actively developing their world views based on how they are treated
and what they are told about the world. Critical pedagogy considers how education
can provide individuals with the tools to better themselves and strengthen
democracy, to create a more egalitarian and just society, and thus to
deploy education in a process of progressive social change. Tell me and I forget. Show me and I
remember. Involve me and I understand. |