| My inquiry is about teaching; about teaching from a spiritual perspective. The question I set out to answer is: What are the pedagogical implications for giving the sacred primacy. How does a spiritual worldview affect my teaching?; This is a reflexive, highly personal, subjective study. I have mined early influences as a college student and preservice teacher, my teaching experience at two Chinese Universities, Nanjing University in China and Chengchi University in Taiwan for answers, and my life as a new husband and father. A prime source for understanding spirituality has been the Baha'i Faith, along with various Wisdom Traditions (Buddhism, Christianity, and Judaism). I draw on numerous philosophers: Kierkegaard, Buber, Whitehead, and Levinas as well.; A spiritual worldview mandates that I concentrate on the affective domain for my work, that is: my character, my life objectives, my personality, my commitment, my empathy for my students, my spiritual qualities. Teaching in this respect is about being, and being authentic, genuine and natural. I am more of a poet than a technician. I am receptive, responsive, and reverential with my students, and open and present. I try to invest hope in them and faith, and devotion.; A spiritual teaching is characterized by love, and selflessness. I practice centring to be in a good place internally as I teach. I am aware of my students' potential, and my work is to confirm and help realize that potential. Spiritual teaching is process oriented and reliant on loving communion. Relationship is prime in a sacred pedagogy.; Sacred pedagogy implies that I, the teacher, play a pivotal role in the lives of students; serve as healer, mentor, and gardener. As such, the teacher tries to strike a balance between two extremes in education: the classic-realist and the progressive approach; being formative and allowing the student to develop freely.; Finally, spiritual teaching is fundamentally about goodness and joy. |
