Tag: education

Students sometimes come to us in crisis, but always they come from a world filled with challenges and are with us only for a season. We could do far worse as professors than to model our approach to education and guidance on Dante’s Virgil and walk with our students until another valley opens to them.

Preserving moral authority in schools would truly be something to cheer about.

If boarding school stories are exceptionally good at communicating certain universal themes despite the privileged setting, the lasting appeal of the setting offers some lessons, as well. The older we get, the more it is tempting to act as though the challenges faced by young people are somehow not serious. They are. They are serious even if those challenges are not new.

The unspent beauty of nature that Hopkins saw has much to teach us even if we’re not always paying attention. But paying attention is always better.

In this piece, I turn from the abstract idea of the marriage between the outer world of work and the inner world of the spirit to centers of education that are midwifing this renaissance of theologically-informed labor.

What struck me most in reading the book was the role of risk-taking and personal leadership in an organization’s founding phase, and the necessity of consolidating and institutionalizing its vision, so that it outlasts its founders. Such lessons have applicability far beyond the world of furniture.

Why does my third child, my little son whom I mention above, need me to be in physical contact with him while he reads? Because it helps him feel warm and safe, I imagine, and so he is not as afraid of making mistakes. Alternative educators recognized this in the classroom decades ago: that children read better with an adult’s arm around them, or while piled onto soft pillows with a couple of friends.

The children’s pastor made his point about who was serious or not when it came to serving God. He could have closed the service, and I would have been out of time to change my mind and stand before my peers as one who loved God, so I don’t know what compelled him to do what he did next. Maybe he was tired of working with kids.

None of us gets to choose where we land. But if we cannot choose the times in which we live, we can choose how we live in the time we are given. Will we do so thoughtfully or heedlessly? Courageously or cravenly? Honestly and honorably or falsely and deplorably?

The course I am teaching is part of the university’s core curriculum. Core comes from the Latin word for “heart,” I told my students. The same Latin root, cor, gives us the word, courage, I added. Why might the courses at the heart of the university’s curriculum require courage? I inquired. It’s up to us to decide if we have the courage to accept what is challenging, they wrote.