Teaching to Transgress, Teaching to Rebuild the World (Copy)
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Share"Every person participates at all times in the act of either destroying or redeeming the world. The Messiah is in us. This is why every child is of such immense importance."
Rabbi Abraham Joshua Heschel
Rabbi Abraham Joshua Heschel
“If you want your child to study Torah, study Torah in front of them. Because if you only tell them to study, you will instead have children who will one day tell their own children to study Torah.” Hence this has the transitive property of "If you want your child to redeem the world, attempt to redeem the world in front of them. Because if you only tell them to redeem the world, you will instead have children who will one day tell their own children to redeem the world.”
Rabbi Menachem Mendel of Kotzk
Rabbi Menachem Mendel of Kotzk
"The traditional arrangement of the body we are talking about deemphasizes the reality that professors are in the classroom to offer something of ourselves to the students. The erasure of the body encourages us to think that we are listening to neutral, objective facts, facts that are not particular to who is sharing the information. We are invited to teach information as though it does not emerge from bodies.
Significantly, those of us who are trying to critique biases in the classroom have been compelled to return to the body to speak about ourselves as subjects in history. We are all subjects in history. We must return ourselves to a state of embodiment in order to deconstruct the way power has been traditionally orchestrated in the classroom, denying subjectivity to some groups and according it to others. By recognizing subjectivity and the limits of identity, we disrupt that objectification that is so necessary in a culture of domination."
bell hooks, from "Teaching to Transgress."
Significantly, those of us who are trying to critique biases in the classroom have been compelled to return to the body to speak about ourselves as subjects in history. We are all subjects in history. We must return ourselves to a state of embodiment in order to deconstruct the way power has been traditionally orchestrated in the classroom, denying subjectivity to some groups and according it to others. By recognizing subjectivity and the limits of identity, we disrupt that objectification that is so necessary in a culture of domination."
bell hooks, from "Teaching to Transgress."
Parker J. Palmer, The Courage to Teach
"The power of our mentors is...in their capacity to awaken a truth within us, a truth we can reclaim years later by recalling the impact on our lives...." (p. 21)
"In the face of the apparent judgment of the young, teachers must turn toward students, not away from them, saying, in effect, 'There are great gaps between us. But no matter how wide and perilous they may be, I am committed to bridging them-not only because you need me to help you on your way but also because I need your insight and energy to help renew my own life.'" (p. 49)
"To teach is to create a space in which the community of truth is practiced." (p. 90)
"The power of our mentors is...in their capacity to awaken a truth within us, a truth we can reclaim years later by recalling the impact on our lives...." (p. 21)
"In the face of the apparent judgment of the young, teachers must turn toward students, not away from them, saying, in effect, 'There are great gaps between us. But no matter how wide and perilous they may be, I am committed to bridging them-not only because you need me to help you on your way but also because I need your insight and energy to help renew my own life.'" (p. 49)
"To teach is to create a space in which the community of truth is practiced." (p. 90)
