First, on teaching and the true self, with focus on integrity and the story of Eric and Alan and the divided self: In ancient Norse traditional beliefs, the symbol of Mannaz, stood for Self. Here it was said that a correct relationship to the Self is the fount from which all else flows, all possible relationships with others and the Divine. Similarly, traditional Hawaiians maintained the belief of Pohaku (stones, relations), as reflected in the saying that there is life and death in the stone. This means that healthy relationships can nurture, heal, inspire, and give purpose, belonging, and identity. Unhealthy ones can drain, depress, alienate, confuse and reduce self-esteem. (Believe I have mentioned this before.)
These concepts continually arose as I read about identity, integrity and the brothers. I was struck by the universality and timelessness of the fundamental truth of self-knowledge. Eric ~ a house divided ~ could not thrive in an environment to which his soul was mismatched. What I especially liked in the readings on this point was Palmer's casting Eric's situation not in a negative sense focused on Eric's failing as a teacher, but, rather, in one of a natural outcome of not truly being kindred with his work.
Also, Palmer's observations about the mutuality of mentors and students and wrong lessons from mentors are very-well taken. The phrase "wrong lessons" from mentors truly sticks in my mind. I once took several classes from a teacher whom I greatly admired as a prof. and mentor. The problem was, as outstanding as he was, the teacher was highly emotional and would frequently bring his moods into the classroom. This would throw students off ~ was he mad at or disapproving of them when he arrived in a bad mood? ~ the students would wonder. He was a wonderful teacher, but confusing, very at times: mixed messages, not a good idea.
Further, Palmer's discussion of sociological imagination and perception was fascinating. What amazes me about Palmer in this discussion, as throughout Chapter 1, is his ability to identify the "backstage reality," and the "invisible structures," "secret signals," and "invisible puppeteers," and contradictions in perceptions ~ those "hidden" elements ~ that so impact a teacher within and without. In addition, the concept that a vocation not "mine" actually violates the Self and those with whom the Self works is revelational. Such a strong statement seems neccessary as it concerns the deepest stratum of our being, upon which our destiny is founded. The very premise of our spirit, our mission, is at stake here.
Anyone in any chosen profession that is a 'match' or as you say 'kindred' is indeed blessed. To feel that you are making an impact, or at least doing no harm, and feeling good about that fact is probably in the minority, today and for all time. Being aware of how we are actually relating to students, having the courage to mask real personal feelings, or reaching out to those we are not inclined to relate to, is an acquired skill. When it becomes 'natural' or part of our being, it's like a drug.
ReplyDeleteI think the idea of ones "soul being mismatched" with what one is doing is a better articulation of my idea of those afraid of speaking in public becoming librarians! I've seen the damage that is done to individuals who are mismatched with what they find themselves doing - it can be tragic on so many levels.
ReplyDeleteYou capture so beautifully the life force of healthy relationships!
I too was struck by Palmer's commentary on the sociological imagination.
ReplyDeleteI distinctly remember reading about this in my freshman year of college in Sociology 101. It is indeed fascinating.
Social analysis is a key talent that educators must have. We need to be able to analyze the sociological environment of each of our students.