Search results for: Garrison Jim
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The authors propose the revival of reverence and reverential listening in teaching and leading in schools. The authors take Woodruff's philosophical and historical analysis of reverence and extend it to education, particularly for teachers and school leaders. The authors’ purpose is to show what reverential listening is and how it can be part of best practices in schools. The authors conclude that small acts of reverent kindness, like the acts of reverent listening accomplished by teachers and leaders in schools, can be transformative.
Updated: Nov. 23, 2010
This paper explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication. The article mixes some of the basic ideas of Eastern thought revolving around the image of the Bodhisattvas. The article concludes that we can only relieve suffering if we attend carefully to the needs, desires, interests, and purposes of others and respond in terms of their best possibility in the situation.
Updated: Nov. 23, 2010
The article develops insights from Woodruff’s book (2001),'Reverence: Renewing a Forgotten Virtue' to discuss reverence in teaching. The purpose of the article is to understand spiritual dimensions of teaching by elucidating the cardinal and forgotten virtue of reverence. The study considers how the virtue of reverence is supported by appropriate classroom ritual and ceremony and discusses several examples of reverence and irreverence in classroom teaching. The authors conclude that to be reverent is to realize that we as humans are limited and imperfect, and the proper reaction to this state is humility, awe, and wonder.
Updated: Mar. 18, 2009
The article examines some of the philosophical underpinnings of knowledge-producing schools (KPS). They address a lack of attention to embodiment and the emotions that KPS epistemology would seem to require. This article is devoted to addressing this omission, which the authors frequently find in other approaches to literacy studies as well. The authors call on the philosophy of Deweyan pragmatism to provide a friendly critique and reconstruction of KPS epistemology.
Updated: Dec. 17, 2008