B. As for Myself, I Believe That Growth and Change Are Congruent Resources and That Without

Deborah Davis1

1. a. What is a classroom? As we have discussed during this term, a classroom can be any place where one gathers oneself to learn. To galericulate, in the term of wearing a thinking cap, makes any locale a classroom. To that extent, my classroom is in a continual state of flux. As a college prof, I have only temporary placement in a room where my students and I will meet for an hour or two at a time. It is my fervent hope, that my classrooms are not bounded by the walls of the roomin which we are located. My students fall quickly into two categories: those that are there because they must pass this class, and those that desire to learn. I embrace the latter with joy, and the former with determination. As Palmer refers in chapter two, I attempt to encourage the fear that enhances education (p. 39). The “cascade of light” that gives learning an opening is the delight of the classroom, wherever it may be. My students are encouraged to go beyond the walls of the classroom via the Internet, the library resources, interviews and surveys, etc. That need not change. I believe that I am secure enough within my ability to learn new things, new ideas, and new ways that I do not fear change nor challenge. Consequently, I hope to work within whatever fears bind my students to expand their classrooms so that their horizons may be unbounded, and they may know that in learning there is eternity.

b. As for myself, I believe that growth and change are congruent resources and that without them, we are stagnate. Chapter three, “The Hidden Wholeness” was the most insightful of this book for me. Life is paradoxically inclined. Without evil, we cannot understand good. Without pain, we cannot understand joy. Without loss, we cannot understand hope. As Palmer states, “breathing itself is a form of paradox, requiring inhaling and exhaling to be whole” (p. 63). It has been said that for those who fight for it, freedom has a flavor the protected never know. Having fought for my nation, I understand that flavor. It is also true that for those who have fought fiercely to live, there is a piquant flavor to life itself. I used to say that most all mother's love their babies, but I think I appreciate mine more – because of him being my seventh pregnancy and only survivor, and because of the 112 days of hospitalization it took to get him here healthy and whole! I think our educational fortitude is also a factor we must consider. As my students struggle to come to terms with the growth and change required to write in an academic and professional manner, and to meet the needs of the curriculum, they come forward with such phrases as “I hate English” or “I suck at Language Arts.” What they do not yet understand is that their anguish comes from hurt. Growth is pain. It is through our pain, that achievement has sweetness. The risk of open dialogue (p. 69) brings joy through its fear. To have even one student recognize that the finished quality product is worth the trouble is the reward. For me, Palmer's whole list on page 69 is opportunities I embrace. The book has helped me focus and articulate that.

c.My Philosophy of Education is and always has been that each of us is a student with capacity for learning that requires tapping and training. Floribunda roses grow wild in my wooded areas, but they are beautiful. The climbing roses and bushes that I purchased and planted are just as beautiful in a different way. Still, when I walk into the meadow with the horses, and the flowers seem to lift off in unison as the butterflies flit away, I realize that what I plant cannot compare to what already is. I believe that each of my students has the writer within just waiting to be tapped. Some are exceedingly creative; some are exceedingly lazy. As I tell them, I believe everyone is lazy in some aspect of their lives. However, with maturity comes and understanding of the need to set aside the laziness and apply oneself to the given task. The “six paradoxical spaces” (p. 74-77) outline this same perspective in a different format. Though the tools Palmer gives, I hope to encourage my students more, and yet to renew myself. As Palmer states, “when we are unfaithful to the inward teacher and to the community of truth, we do lamentable damage to ourselves, to our students, and to the great things of the world that our knowledge holds in trust” (p. 183).

2. a.In more ways that I would have expected, I find my “teacher's heart” drawn to W.E.B. DuBois. I believe that teacher and student have a separation between them. Yet, I also believe that it is my duty and my calling to encourage my students to such a point that those who have the gifts to do so may one day be my peers. I believe that education is for people of all situations. I have family that is“hill folk” in the deep Appalachian forests of North Carolina. I remember traveling to spend time with them, driving as far as we could, then riding mules, and thenwalking – it seemed endless. Carrying water and not having power were normal ways of living to these people. When I was eleven, they wondered why my thirteen-year-old sister was not yet married. School was miles away and not worth the effort. They thought high school was a waste of time, especially for girls. If they could do “readin' 'n' figurin'” that was good enough. As I spent summers with them, I came to understand that there was a fear of education. It was presumed that those “city-folk” thought they were “betters” and my country kin were ashamed of themselves. When I was in Africa, I found a similar situation in the tribal outliers there. One of the women explained to me that those “crossers” came in and made all their babies live, then left the people to watch those children die when they had no way to support them. Through my life, I have learned the value in each individual. I have come to understand that education is a precious gift. It should never be demeaning or demanding. Those of us with a calling to share knowledge need to respect our students and encourage them freely to find their own calling. I, as DuBois did, believe that the best foundation for all students is a broad liberal arts education.

b. While I believe that Friere's mind was full of many things, there are some ripe blueberries in there for picking! Ideologically, I oppose much of Friere's philosophy. However, I can see his rationale and believe there are some ideas of unique perspective and value there. For instance, I had never viewed the analogy between the equality of Marxism with the entire catholic (as in all-encompassing) Church system. For Christianity to be compared thus was an anathema to me. Still, as I read more, I realized the truth behind the philosophy and found it engaging. Christianity, in truth, is intended to be a one-size-fits-all religion. None are too great nor too small, too good or too bad, too rich or too poor for the love of Christ. Friere presents that education is the same, and makes and argument for his politics there as well. While I believe that his ideology is fundamentally flawed by the humanity of mankind, I find intriguing value within it.

c.Education in America is an interesting bag of eclectic philosophies. While much of our public education is stymied in the politically correct rigmarole of the day, there are options. Charter schools and public alternative schools abound, as do private schools, non-public schools, and home schools. So, the variety of philosophies we discussed in Visionshas broad implications for us all. For myself, I believe the best solution is the one that weighs the child's needs. I think all children benefit from an early and well-structured education, but I could be wrong. I know people who believe in Montessori, but I think children need more structure. The idea of the little ones choosing their own programs/toys, I think leads to chaos. Still, there is a time for free-thinking. I love the idea of the nature-enhanced schoolroom, but can see how Tagore's ideas would not work for everything or everyone. Aside from which there is the funding factor. DuBois' perspective bringing education to each without constraint to race is extremely important, as is Friere's idea of equal education for all. The politics create problems for them both. As we form communities, alaPalmer, we find like-minded souls will work together. In those cases, Waldorf schools may find a fit. I think what I am trying to say is that there is benefit in each method, and America is big enough to incorporate them all in various places. Whether in the strident regime of a military academy or the dynamics of project-based-learning and unschooling, each student and each teacher must work together for the benefit of us all.

1. The “Best Friends” article brings to mind a point I was just making. It is all in the individual. Some children need a best friend, others don't. Whether or not a school should sanction such relationships is interesting. If, as Dewey says, the purpose of education is “to enhance individual effectiveness in society and give learners practical knowledge and problem-solving skills” then best friends are a non-issue as children will find their own way. Palmer tells us that “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” (p. 2). He also tells us “the human heart is the source of good teaching” (p. 3).

As we covered Part two of The Moral Dimensions of Teaching, we discussed elements of integrity, competency, and other facets of honor. These complex issues were intended to give us pause, to cause us to reflect. There was much discussion over two main themes: teacher conduct was one; and treating students fairly was the other.

In almost every discussion, the idea that teachers are (whether they should be or not) held to a higher moral standard was presented. While teachers should certainly be law-abiding citizens, they are also entitled to a certain degree of privacy. Still, it is in our private moments, that we discover who we truly are, and that reflects in our public persona. So, a teacher that believes in best friends, who perhaps grew up with the kind of friend she still talks to or grieves for, would not be supportive of a school where the splitting of best friends is considered standard. If that teacher were, instead, the kind of person who grew up on the outside of the clique, the reverse may well be true. It is also possible to be both. Connie was my best friend. We played together on the playground, and sat together in class. We had different goals and dreams and different learning styles. Because I was a cast-out anyhow, having her as a friend helped me. She stuck by me. I didn't realize until years later that she was a cast-out also. Best friends can provide a healing balm against the scars of childhood.

There is no question that students should be treated fairly. The conflict arises in a discussion of “fairness.” What is fair is not always just, nor is the reverse always true. As presented in class, a child who wants to spend the entire class time in the bathroom may not be allowed to go except in urgent circumstance. Conversely, the child with a bladder problem may have to go more frequently. A child with health issues may receive special attention, as may a child with learning issues – gifted or otherwise. The point is that no two children are the same. Even identical twins will have the same DNA, but are altered by their experiences. It is in their uniqueness that each has value. Some children have home issues; some have social issues; some have health issues. Everyone has issues! It is not an excuse; it is a fact.

The article indicates that “Most psychologists believe that close childhood friendships not only increase a child's self esteem and confidence, but also help children develop the skills for healthy adult relationships” (Stout, p. 3). Too many people these days seem lacking in healthy relationships. Society is rich with broken hearts and people who do not know how to deal with one another. Sometimes, one just needs a friend. Those school and camp folks who believe in thwarting the friendships are, I believe, wrong. I am sure they are acting with the best of intentions. It has been said that people come into our lives for a reason, or for a season. It is not necessary for each and every child to be friends with each and every other child! What they do need to learn is to be respectful. Were more effort put on teaching our children to be caring, concerned, courteous citizens, it is likely that the issue of cliques and bullies would be moot. In many ways, the classroom is a microcosm of society. There will be a natural bell-curve in most areas. Some people are naturally more social; some may be more intellectually inclined than others; some are just shy. While each needs attention, to dissuade their natural inclinations toward bonding with a friend is not a proper method of developing either a healthy social network orsociety.