In To Know as We Are Known: Education as a Spiritual Journey, Parker Palmer proposes a relational epistemology and a contemplative pedagogy. He advocates ways of teaching marked by community, silence, solitude, dialogue, listening, humility, affect, hospitality, the slow practice of contemplative reading (lectio divina), and love.
“It has been well documented that colleges and universities are substantially failing to effectively educate students.” Meanwhile, research and theory on what actually works “flourish in the scholarship on teaching and learning. . .” (The Manifesto). College teachers can make a difference when they engage with this scholarship. Unfortunately, too few do. To encourage changing that, we present our infographic: “Grow the 8%.”
In The Courage to Teach, Parker J. Palmer shares the following anecdote: I once led a faculty workshop where the conversation had turned toward students, and many participants were complaining about […]
In our list of core readings, we recommend a manageable number of very good books from the scholarship on teaching and learning in higher education. But are these books the […]
Many teachers first read the scholarship on teaching and learning when someone they respect and trust recommends a book or an article. Recommending a good and fitting reading is an act of generosity and possibility. This has certainly been the case for me.