Palmer (1998) encourages us to include the epistemological and ontological depths in our teaching life if we wish to respond authentically to our students in their pursuit to understand a reality that is “a web of communal relationships” (p. 95). The thoughtful and responsive educator recognizes that the personhood of his students as well as his own takes place in a larger context –which means that he commits to remaining in dialogue with himself and with the many other stakeholders involved in the question of education. This recognition and commitment constitutes a deeply personal, humane and even spiritual understanding of the natural human desire not only to learn but to teach –the preternatural inner thrust to kindle the spirit of inquiry and caring in ourselves and in those we come across. It is a life of persistent questioning which, if we remain open to its discoveries, may continue to amaze, help to reconcile our differences, and serve to build a more just and benevolent society.
Bibliography
Banks, J. (1996). Multicultural education transformative knowledge and action: Historical and contemporary perspectives. New York, NY: Teachers College Press.
Bloom, H. (1994). The Western Canon: The books and school of the ages. New York, NY: The Berkley Publishing Group
Bobbitt, F. (1918). Scientific Method in Curriculum-Making. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp.15-21) New, York, NY: RoutledgeFarmer
Crain, W. (2000). Theories of Development: Concepts and applications, 4th edition. Upper Saddle River, NJ: Prentice-Hall, Inc.
Eisner, E. W. (1967). Educational Objectives-Help or Hindrance?. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp.107-113) New, York, NY: RoutledgeFarmer
Eliot, C. (1890). Committee of Ten Report. http://tmh.floonet.net/books/commoften/mainrpt.html
Freire, P. (1970). Pedagogy of the Oppressed. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp 147-154) New, York, NY: RoutledgeFarmer
Howard, J. (1992). Getting Smart. Network Newsnotes: The International Network of Principals’ Centers.
Jackson, P. W. (1990). The Daily Grind. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp. 114-122) New, York, NY: RoutledgeFarmer
Jersild, A. T. (1955). When Teachers Face Themselves. New York, NY: Teacher’s College, Columbia University
Kleibard, H.M. (1975). The Rise of Scientific Curriculum-Making and Its Aftermath. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp 52-61) New, York, NY: RoutledgeFarmer
Milner, J.O. & Milner, L.F.M. (2008). Bridging English. Upper Saddle River, NJ: Pearson.
Palmer, P. (1998) The Courage to Teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass Publishers
Palmer, P. (2000). Let Your Life Speak: Listening for the voice of vocation. San Francisco, CA: Jossey-Bass Publishers
Popham, J. W. (1972). Objectives. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (93-106) New, York, NY: RoutledgeFarmer
Ravitch, D. (2007). Forgetting the questions: The problem of educational reform. In Flinders, D. & Thornton, S. (Eds.) Curriculum Studies Reader (pp. 198-212). New York: Routledge.
Schubert, W. (1996). “Perspectives on Four Curriculum Traditions.” Educational Horizons, Summer, pp. 169-176.
Tyler, R.W. (1949). Basic Principles of Curriculum and Instruction. In D.J. Flinders. S.J. Thornton. (Eds.), The Curriculum Studies Reader (pp.69-77) New, York, NY: RoutledgeFarmer