The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life

who is the self that teaches? How does the quality of my selfhood form—or deform—the way I relate to my students, my subject, my colleagues, my world? How can educational institutions sustain and deepen the selfhood from which good teaching comes?

Intellect, emotion, and spirit depend on one another for wholeness. They are interwoven in the human self and in education at its best, and I have tried to interweave them in this book as well.

By intellectual I mean the way we think about teaching and learning—the form and content of our concepts of how people know and learn, of the nature of our students and our subjects.

By emotional I mean the way we and our students feel as we teach and learn—feelings that can either enlarge or diminish the exchange between us.