From “Teaching to Transgress”, by bell hooks (1994)

“To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that our work is not merely to share information but to share in the intellectual and spiri­tual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.

[…]

Progressive, holistic education, “engaged pedagogy” is more demanding than conventional critical or feminist pedagogy. For, unlike these two teaching practices, it emphasizes well­ being. That means that teachers must be actively committed to a process of self-actualization that promotes their own well­ being if they are to teach in a manner that empowers students.

[…]

Part of the luxury and privilege of the role of teacher/professor today is the absence of any requirement that we be self-actualized. Not surprisingly, professors who are not concerned with inner well­ being are the most threatened by the demand on the part of students for liberatory education, for pedagogical processes that will aid them in their own struggle for self-actualization.

[…]

There was no elaborate postmodern political theory shaping our actions. We were simply trying to change the way we went about our everyday lives so that our values and habits of being would reflect our commitment to freedom. Our major concern then was ending racism. Today, as I witness the rise in white supremacy, the growing social and economic apartheid that separates white and black, the haves and the have-nots, men and women, I have placed alongside the struggle to end racism a commitment to ending sexism and sexist oppression, to erad­icating systems of class exploitation. Aware that we are living in a culture of domination, I ask myself now, as I did more than twenty years ago, what values and habits of being reflect my/ our commitment to freedom. In retrospect, I see that in the last twenty years I have en­countered many folks who say they are committed to freedom and justice for all even though the way they live, the values and habits of being they institutionalize daily, in public and private rituals, help maintain the culture of domination, help create an unfree world.

[…]

What amazes me is that so many people claim not to embrace these values and yet our collective rejection of them cannot be complete since they prevail in our daily lives.”


From “Teaching to Transgress”, by bell hooks (1994)

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