Students today demand meaningful, healing education connecting knowledge to lived experience

Evidence

Currently, the students I encounter seem far more uncertain about the project of self-actualization than my peers and I were twenty years ago. They feel that there are no clear ethical guidelines shaping actions. Yet, while they despair, they are also adamant that education should be liberatory. They want and demand more from professors than my generation did. There are times when I walk into classrooms overflowing with students who feel terribly wounded in their psyches (many of them see therapists), yet I do not think that they want therapy from me. They do want an education that is healing to the uninformed, unknowing spirit. They do want knowledge that is meaningful. They rightfully expect that my colleagues and I will not offer them information without addressing the connection between what they are learning and their overall life experiences. — bell hooks, Teaching to Transgress, 52

Categorization

• SEED: Angle: the wounded-student phenomenon and what ‘education that heals the spirit’ would concretely mean today.
• XREF: connects to: Affirming experience’s importance reduces students’ need to treat it as privileged knowledge — bell hooks, Teaching to Transgress: Education as…, 175; Learning paths must engage students’ hearts, minds, and hands to end apathy — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1910; Community knowledge holds transformative educational potential when co-constructed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 214 (+9 more)

Broader Connections

• Wounded students demand healing knowledge, not therapy, from professors #corroborates (0.85) — bell hooks, Teaching to Transgress, 52
• Learning paths must engage students’ hearts, minds, and hands to end apathy #corroborates (0.82) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1910
• Community knowledge holds transformative educational potential when co-constructed #expands (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 214
• Students’ lived knowledge can exceed teachers’ content expertise in contested subjects #corroborates (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 722
• Adaptive pedagogy rooted in students’ actual needs characterizes Freirean practice #corroborates (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1316
• Transformative teaching requires teachers to become learners in dialogue with students #expands (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 685
• Mindfulness-based teacher transformation can be reframed through Freirean critical consciousness #exemplifies (0.74) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 694
• Educated hope is an ethical ideal embedded in daily practice #expands (0.73)
• Affirming experience’s importance reduces students’ need to treat it as privileged knowledge #qualifies (0.72) — bell hooks, Teaching to Transgress, 175
• Pedagogical hope makes students question the naturalness of present conditions #expands (0.72)
• Acknowledging every student’s presence is the necessary precondition for radical learning #qualifies (0.71) — bell hooks, Teaching to Transgress, 25
• Spiritual experience is learned through attending to the mind in specific trained ways #complicates (0.71) — Annual Review of Anthropology contributors (⚠ verify author line), The Political Economy of Attention, 55