As I read these final chapters in Durka, I couldn't help but think of the image of a canoe and a voyage, especially after Durka's comments about teaching as a journey. The images to the left here are ancient Hawaiian petroglyphs, for me symbolic of such a journey, or the voyage. Teachers surf the waters of vulnerability, both inwardly and outwardly; paddle through the uncharted waters of new semesters, students, parents and administrators; and seek or fish for answers and guidance. A teacher's life is about exploring, and discovering, and changing course while traveling through uncharted waters and changing conditions. It is all about constant transition, and at times, detours. Sometimes all a teacher can do is choose a direction, chart the path and let the winds blow him or her where they may. In all of these circumstances faith & spirituality sustain; prayer abides and is actually the sea upon which a teacher must sail.
Another thought surfaces. I reflect back to the ancient Hawaiians, not about their polytheistic religion, but about their complete integration of prayer in every daily activity, from eating to working to song and dance. They had a practice for conflict resolution called Ho'oponopono, which began with and ended in prayer. They knew then that spirituality had to inform all activity, just as we Roman Catholics do in a constant, open and reaffirming way in our schools. Prayer is the gravamen of teaching "how to live well" and the way we satisfy our "basic hunger for goodness" which is the heart and soul of Catholicism.
On a different plane, Durka's quote of Elliot (p. 74) about paradoxes, truly presents the teacher's plight. I feel that the author's meaning here is that we teachers must work with a clear mind, unencumbered by weighty preconceptions and always open to the new, the blank, the land of uncertainty.
Further, the way that the verse is written reminds me of the Prayer of Saint Francis, in which the focus is not egocentric, but solely the understanding and benefit of others. This to me is the key for Catholic teaching and living.
Finally I just want to say how much I have enjoyed and gleaned from reading Durka. I think a teacher's role in imparting spirituality is profound, mysterious, enduring, and, something not easily defined. Durka does a wonderful job in clarifying and promoting what that role entails.
I too have benefited greatly from these readings. I have to wonder why they are resonating so much at this time but am just grateful that this is the case. I think all the chosen epigrams and quotes add greatly to her themes and I've appreciated the brevity. That in itself is instructive. About three-quarters through every school year I have the same dreaded awareness: Oh my -- we did not cover half of what we could have or should have and there's not enough time left. And then I realize: there really was not one wasted moment.
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ReplyDeleteSuch beautiful images from a culture that you so obviously love! And you weave those images so well with Catholicism, for which you also obviously have deep respect. You reminded me of the spectacular beauty of so many of the world's cultures - our shared humanity and seeking of the Divine.
ReplyDeleteI too appreciate your connections to Hawaii. Ho'oponopono sounds fascinating. I'd like to know more about it in class.
ReplyDeleteI also loved Richard's observation in the first comment.