I recently listened to a podcast of Parker Palmer. I first encountered some of his work, A Courage to Teach, as a graduate student in a course in which I had to craft my own teaching philosophy. His idea of "subject-centered" teaching is compelling, beautiful and can be extended to various facets of life. In this approach, the subject of knowledge takes center stage; and, teacher-student hierarchy is not apparent. Queries, ideas, emotional and intellectual movement around the subject are part of the process for both students and teacher. Here an exchange of ideas, critical thinking, and, most importantly, self-knowledge and the love of learning are fostered.
These qualities can be transferred to the counseling room, to the boardroom, to the intimate exchanges in our living rooms. When we begin to view the subject/object (the situation) as the central task of inquiry, ego diminishes, answers are received and the questions most germane to the object of inquiry tend to flow forth.
This reminded me of the beauty of one of Palmer's paradoxes noted in the podcast: He suggested we need "chutzpah" (courage) to know that our voice matters, that we have ideas worth sharing; but, we must also have "humility" to listen, to receive. It is in balancing these two that knowledge is gained.
When we think of self-knowledge, it becomes very important to reflect upon the "voices" that recur, the questions that are asked around specific themes, the feelings that arise within, for they behold a teaching: Are they reactive, reflective, and/or activating a longing of sorts. When we listen, we can consider these same qualities and see if they shift between individuals we encounter to the various domains of life.
Much like any worthy endeavor, gaining self-knowledge is a lifelong process. Throughout the journey, our interior lives are enriched and eflected in outward manifestations.
These qualities can be transferred to the counseling room, to the boardroom, to the intimate exchanges in our living rooms. When we begin to view the subject/object (the situation) as the central task of inquiry, ego diminishes, answers are received and the questions most germane to the object of inquiry tend to flow forth.
This reminded me of the beauty of one of Palmer's paradoxes noted in the podcast: He suggested we need "chutzpah" (courage) to know that our voice matters, that we have ideas worth sharing; but, we must also have "humility" to listen, to receive. It is in balancing these two that knowledge is gained.
When we think of self-knowledge, it becomes very important to reflect upon the "voices" that recur, the questions that are asked around specific themes, the feelings that arise within, for they behold a teaching: Are they reactive, reflective, and/or activating a longing of sorts. When we listen, we can consider these same qualities and see if they shift between individuals we encounter to the various domains of life.
Much like any worthy endeavor, gaining self-knowledge is a lifelong process. Throughout the journey, our interior lives are enriched and eflected in outward manifestations.
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