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The
question we most commonly ask is the what question what subjects shall
we teach?
When the conversation goes a bit deeper, we ask the how question
what methods and techniques are required to teach well?
Occasionally, when it goes deeper still, we ask the why question for
what purposes and to what ends do we teach?
But seldom, if ever, do we ask the who question who is the self that
teaches? How does the quality of my selfhood form or deform the way I
relate to my students, my subject, my colleagues, my world? How can
educational institutions sustain and deepen the selfhood from which good
teaching comes? (Palmer 1998: 4)
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