Treating teaching as sacred work enables the deepest student learning
Evidence
The reason why our college graduates, in past decades, have spoken with such reverence and affection of certain of their teachers— such men as Copeland and Charles Eliot Norton of Harvard and Bumpus of Brown, to name just three among many—was because such men by universality of mind instinctively went behind the body of information to project the soul of things. — Freeman Tilden, Interpreting Our Heritage, 108 (
#corroborates, via linked claim)
Categorization
- XREF: connects to: Teaching as freedom requires a sense of vocation as sacred; Genuinely engaged teaching exhausts the spirit and demands structural support — bell hooks, Teaching to Transgress: Education as…, 402; Sufi orders legitimize their pedagogy through a chain of spiritual transmission — , The Rod and the Child: A Global History…, 3596 (+2 more)
Broader Connections
- Teaching as freedom requires a sense of vocation as sacred
#expands(0.88) - Engaged pedagogy fuses mind, body, and spirit rather than teaching only through the mind
#corroborates(0.82) - Revered teachers project the soul of things behind mere information
#corroborates(0.80) — Freeman Tilden, Interpreting Our Heritage, 108 - Genuinely engaged teaching exhausts the spirit and demands structural support
#complicates(0.78) — bell hooks, Teaching to Transgress, 402 - Sufi orders legitimize their pedagogy through a chain of spiritual transmission
#exemplifies(0.76) — , The Rod and the Child, 3596