Group items tagged

'a rich and complex network of relationships in which we must both speak and listen, and make claims on others, and make ourselves accountable' (Parker Palmer 1993: xii)

as Carl Rogers might have put it, from the diadactive to the facilitative.

This distinction is crucial to knowing, teaching and learning: a subject is available for relationship; an object is not.

the subjects around which the circle of seekers has always gathered - not the disciplines that study these subjects, not the texts that talk about them, not the theories that explain them, but the things themselves (1998: 107).

Clearly community is a process. But it is also a place.

The task of the educator in all this is to make a space so that the great thing has an independent voice, to speak for itself - and to be heard and understood.

In To Know As We Are Known, Parker J. Palmer argues that a learning space has three essential dimensions: openness, boundaries and an air of hospitality (1983; 1993: 71-75)

As I teach, I project the condition of my soul onto my students, my subject, and our way of being together