Rating: 
Summary: Palmer's work could serve as a "Bill of Rights" for students
Review: For educators and lecturers, Parker Palmer's work "To Know as We Are Know" should be mandatory reading. For students, Palmer's ideas could easily serve as a "Bill of Rights" for what we should expect from our teachers.
I had a little trouble getting into the book (it took until about page 30), but once I got into chapter 3 it came alive for me and was truly a marvelous read.
In many respects, Palmer's work could also serve as an instruction manual for life as a spiritual journey. Learning isn't just confined to the classroom. Learning takes place each and every day of our lives. As Palmer mentions, it's all about relationships. Relationships are core to who we are and Palmer shows us the way in which to use both our hearts and minds - together - in the search for truth.
Do yourself a favor and read this book. I really enjoyed the stories in the book - such as Abba Felix - which was truly an inspirational example of knowing and teaching.
Palmer's work will be a complete paradigm shift for many - but one that's well worth exploring. As I mentioned, I had a little trouble getting into the book, but once I did I couldn't put it down. Palmer is to be lauded for his innovative ideas and approach. I encourage all educators and students to read this book and use its teachings as they embark on their own spiritual journey in education and in life. As Palmer writes, "The teacher who lacks humility will be unable to create a space for any voice except his or her own."
Rating: 
Summary: Older but still good
Review: Growing up in the public schools I had both good experiences and bad experiences. There were teachers who encouraged me and helped me feel safe to ask questions and try new things. Other teachers made me afraid to be creative and convinced that learning is not important, only giving the right answers. Which atmosphere did I learn better in? Both atmospheres taught me lessons outside the classroom, but which one produces knowledge that is positive in my life today?
Parker Palmer addresses the curriculum that is often used today and how to improve upon that education. Palmer focuses her book upon education as a spiritual journey, but the ideas offered are very applicable in both church and secular programs. Palmer offers to readers areas where education fails students and how to improve those areas. We need to build trust and a safe environment in our classes. We need to address the emotional needs and atmosphere of ourselves, our students, and our environment. We need to create silence and genuineness.
Palmer draws upon his own experiences as a student and educator to illustrate the issues he brings up and also to offer suggestions for improvement. I found these illustrations to be very valuable and helpful in applying the ideas to my own ministry and understanding of how to improve upon education.
Rating: 
Summary: Teaching with a gentle spirit
Review: I have long been a fan of Parker Palmer, from his work on teaching and vocation to his work on spirituality - his volume 'Let Your Life Speak' is one of my regular 're-reads'; his book 'The Courage to Teach' is also an important piece of my personal vocational discernment. This book is a 'new event' in my life; originally assigned as part of a class, it has already become part of my 'necessary' books.
I recognise myself in some of the pages here, both as a teacher and as a student. Palmer combines ideas from theories of education with ideas from theology, spirituality and vocational discernment. I do sense myself falling into the 'must get an A' mode in many of my classes; Palmer writes that this is fairly typical of the Western intellectual paradigm. He draws an example from the film 'The Day After Trinity', about the makers of the first atomic weapons, and how they were goal-oriented to such an extent that they didn't take time to reflect on the greater ramifications of their work - the work itself and progress toward the goal (here an 'A' constituted a workable, fission bomb) was all that mattered. One of the downsides of letting to part of the educational experience go in favour of a less target-oriented, graded approach (not really addressed in his writing) is that the rest of the world does look to this - will others interpret the 'C' on my transcript from my undergraduate days and realise as I did that that particular class was more valuable to me than any other?
Palmer states that our quest for knowledge derives from two sources, curiosity and control. Palmer argues another source, however, beyond these two, and that is love. 'This love is not a soft and sentimental virtue, not a fuzzy feeling of romance.' It is one that incorporates curiosity and control aspects, but serves as a deeper connection to the world in which we live. Palmer quotes Thomas Merton, who stated that the purpose of education is relation to the world in authentic and spontaneous ways.
Just as relation is important for education, knowledge and truth are also held by Palmer to be communal in nature. Palmer argues against various 'objective' models that often fall short of the mark; there is room for the individual and the communal in his formulation, but this is something that must faithfully interact in relationship with each aspect and with each other. Palmer argues against simple objectivism (telling the world what it is) and simple subjectivism (listening to no one but ourselves), and calls for obedience - an admittedly unpopular word, Palmer acknowledges. Obedience has roots in understanding and in listening; taken from this angle (and realizing that obedience is not a blind virtue here, but rather a monastic virtue such as the Benedictine vows of obedience to authority, which is again an authority different from typical forms in the world).
Palmer urges teachers to be conscious of their styles and the kind of learning space they create. He states that there are three characteristics of learning space that must be attended to - openness, boundaries, and hospitality. Openness means removing barriers to learning, be they physical, psychological, or spiritual. Boundaries, however, are important; boundaries should not be barriers, but should serve to keep things on track and relevant. Hospitality is vital, and an element we've let fall away in the modern world in many respects - how welcome are new ideas? New people? New methods? Palmer states that hospitality is both an ethical and epistemological virtue.
Palmer's final chapter is crucial for those who will be teachers; those with good professional technique can only be made more effective by the kind of personal development and reflection that comes from the development of practices that Palmer derives from spiritual practices in the long history of Christianity and other religions. Humility, discipline, practicing silence and solitude - these things can 'recharge the batteries', so to speak, of any teacher.
While some critics have stated that Palmer's ideas of teaching and formation are really only applicable for liberal arts or religious-themed instructors/instruction, I would differ with them. I once had an astronomy professor and a mathematics professor, each of whom would draw the philosophy, history and deeper meanings of their subjects in at every level so that their lectures and conversations were not simple mechanical presentations. I once heard of an organic chemistry professor who began the semester by saying, 'this semester, we are going to explore the psychology of Carbon'. What a wonderful way to present the subject! These people got it - there was great love in their teaching and their care for their material, and it showed.
Rating:
Summary: Making a Connection
Review: I really appreciate Palmer's insight on how to rescue education from the lifeless imprint of objectivism. It may seem that Palmer is writing off objectivism totally, but that is not the case. Palmer helped me to put objectivism in its proper place. The problem addressed in this work is not objectivism so much as it is the sanctification of it as the only way to know and educate. Objectivism has its place in our knowing, but it should not be the whole of our epistemology.He quotes Michael Polanyi who I believe to be one of the most honest thinkers of our time. I would recomend reading any of his writings prior to this. Polanyi was putting forth ideas like this long before it became popular to criticize objectivism.
Rating: 
Summary: The single worst book I have ever read on any subject
Review: I was forced to read this years ago in an undergrad psych class on learning and behavior, yet it still stands out in my mind. I should have demanded a refund of my tuition, as it had no relevance to the course or to anything else. The title alone should warn you as to how esoteric this guy is. He soon tells you about "coming into Troth with Truth." This could almost be forgivable if it were used merely as a metaphor (albeit a weird one) and quickly brought down to earth by concrete definitions of his terms. But such definitions -- the burden of even the most amateurish philosopher, if he wishes to be taken seriously -- are nowhere to be found. The whole thing reads like a Zen koan. (Wait till he starts talking about quantum physics!) The reason for this becomes increasingly apparent as he capitalizes and personifies abstractions such as "Truth," exposing his thinly-veiled born-again-Christian paradigm. He might as well have just said "God." To the degree that this sermon is even remotely intelligible, its take-home message is anti-rational and reveals a fundamental spite for the human faculty of reason. It preaches that one can find truth not by reading, writing, building, testing, digging up artifacts, working in the lab -- but by introspection. I'm sorry, but introspection only deepens one's prejudices. To the author, this is somehow synonymous with education. If this condemnation sounds too harsh, by all means, PLEASE read the 5-star reviews, as they only reinforce my point.
Rating:
Summary: Give it time
Review: If you come from a traditional teacher/lecturer classroom setting, give yourself some time to digest this book. Palmer presents a whole new paradigm in learning and the search for truth. From the desert monks to exploring hidden curriculum, this book leads one on an important transformative journey.
As a new (old) student, the ideas presented are seeping into my own learning experience. Althought it took me until chapter two to begin connecting with the material, it was well worth the push.
Rating:
Summary: A MUST READ for teachers, students, and life-long learners!!
Review: In my teacher observations over the past year and a half, I have come to the conclusion that the problem with our schools is the teachers. Most are pessimistic about their students and have either lost their faith or never contemplated their spirituality. This book is the best book I have read concerning the profession of teaching. It has given me the strength to seek truth and not conform to the educational system in place. The author talks about education as a spiritual journey. Although his faith is of the Christian religion, he is neither dogmatic nor unscientific. Mr. Palmer is very appealing to all the religions, and he is also very knowledgeable. People of all spiritual practices will enjoy this book (I happen to be more into all the religions but tend to be more interested in the eastern religions). His views remind a lot of Ghandi. He is definitely a revolutionary man and teacher alike. Mr. Palmer explains the danger of the one-sided views of objectivism and subjectivism. He suggests that a mixture of the two is needed. He talks about the new physics (quantum mechanics) and gives several other resources to explain his views. The author reveals the simple truth that the best way to learn is in a nurturing community. Palmer reveals many of the problems with the current system. He also reveals some information about his own spiritual struggle and errs of teaching. This book is a must read for teachers, students, and life-long learners.
Rating:
Summary: Its all about the grades...or is it?
Review: In my various education systems, I have had numerous experiences, being mostly good but sometimes bad. There were teachers who helped me feel safe to ask questions and question boundaries, and there were teachers who made me afraid to be creative and convinced me that giving the objective right answers was what was most important. Which atmosphere served me better? Both atmospheres taught me lessons for outside the classroom and both have proved to useful in life. Palmer's book affirms those that seek truth yet who not conform to the educational system that is typical in today's system. Palmer talks about education as a spiritual journey. Although his claims to be Christian, he is neither dogmatic nor unscientific. Some critics have stated that Palmer's ideas of teaching and formation are really only applicable for liberal arts and/or religious instruction but I would differ with them. It simply takes a little creativity and the love Palmer talks about (mentioned below) to make it work in other settings as well.
In the book Palmer explains the danger of the one-sided views of objectivism and subjectivism. Just as relation is important for education, knowledge and truth are also held by Palmer to be communal in nature. Palmer argues against various 'objective' models that often fall short of the mark; there is room for the individual and the communal in his formulation, but this is something that must faithfully interact in relationship with each aspect and with each other. Palmer argues against simple objectivism (telling the world what it is) and simple subjectivism (listening to no one but ourselves).
I often feel myself falling into the 'must get an A' mode in my classes; Palmer writes that this is fairly typical of the Western intellectual paradigm. Palmer states that our quest for knowledge derives from two sources, curiosity and control. Palmer argues another source, however, beyond these two, and that is love. 'This love is not a soft and sentimental virtue, not a fuzzy feeling of romance.' It is one that incorporates curiosity and control aspects, but serves as a deeper connection to the world in which we live. If you have ever been frustrated with the "it's all about the grades" view of education, then this book is definitely a must-read. However, be warned, if you truly engage this book in dialogue, be prepared to be challenged and allow yourself to grow from the experience.
Rating:
Summary: A New Teaching Experience
Review: Palmer has underscored and understood what teaching is all about. Those who do not want to go through the experiences of a conventional classroom need to read this book. He gave readers insights into both the teacher and learner.
It is true that we often draw from our own experience when it comes to learning. To move away from an un-interested and un-effted classroom to where learning is intentional, this is the book.
Rating:
Summary: confrontative; forces contemplation; brings freedom
Review: Palmer's book, ostensibly about education and learning, contains truths that call one to introspection regarding the whole of life. The book has definitely influenced me to change the objective and methods of my teaching. But its value in my personal life cannot be measured. Palmer's teaching regarding the communal nature of truth and the necessity of obedience to that which is learned forces deep introspection. What words of knowledge have I let fall to the ground in my search for the next great idea or intellectual stimulant? Introspection on this matter brings me to understand that entering troth with knowledge frees me to live simply, in community with mankind. Dave
|
