vol. 10, num. 17 :: 2011.09.30 — 2011.10.13
From pre-schoolers through tenured professors, folks in the northern hemisphere have settled into the routines of the academic year. For many, this rhythm eventually ends, but for teachers it can last for decades. Who stands out in your story as an excellent teacher? How are you trying to be a good educator, vocationally or otherwise?
A mother reflectson what she’s learning from her home educated daughters.
A short lesson on listening to and appreciating children for who they are.
A parent reflects on the privilege of choosing among a wealth of schooling options.
Remembering the many women who taught me well.
A teacher shares what she’s learned from forty years of various teaching experiences.
How the students in a free writing workshop have taught the teacher.
Learning from grandma’s Sunday School habits.
Weaving the story of four decades of gratitude and glory.
A “difficult” student reflects on the teachers who did and didn’t treat her as a problem child.
Remembering the pedagogy of Mrs. Schrager.
Tracing a life full of learning experiences.
Remembering a favorite professor, beyond the first impression.
A second-career student reflects on making connections in class.
Learning from the ancestral line about intuition vs. skill in teaching.
A review of the book The Ignorant Schoolmaster by Jacques Rancière.
A period of service in Haiti leaves a language arts teacher transformed.
On passing down skills in community.
Mark Vander Vennen writes on practicing a Jubilee model of relationship in Christian schools.
Alissa Wilkinson comments on a lecture by James K.A. Smith.
Poetry professor Jack Ridl writes about his experiment in eliminating grades.
It is useless to try to adjudicate a long-standing animosity by asking who started it or who is the most wrong. The only sufficient answer is to give up the animosity and try forgiveness, to try to love our enemies and to talk to them and (if we pray) to pray for them. If we can’t do any of that, then we must begin again by trying to imagine our enemies’ children, who, like our children, are in mortal danger because of enmity that they did not cause. We can no longer afford to confuse peaceability with passivity. Authentic peace is no more passive than war. Like war, it calls for discipline and intelligence and strength of character, though it calls also for higher principles and aims. If we are serious about peace, then we must work for it as ardently, seriously, continuously, carefully, and bravely as we have ever prepared for war.
“A Citizen’s Response” in Citizenship Papers
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