Rather be damned than right

I'm reading To Know as We are Known: Education as a Spiritual Journey by Parker Palmer. I have a really difficult time reading anything, even books like this which have been labeled an "easy read." I'm not sure why, but I'm a very slow reader and find I have a hard time grasping the words on the page. (Weird confession for someone with a master's in English, but there you have it.) One of the things I've found over the years that helps me retain what I've read is to try immediately to apply what I've read to my life and see if it sticks. If I'm understanding Palmer correctly, he would agree with this approach.

Palmer sees true learning as a two way street: the one that is learning and the one that teaches (be it a human or an object) are both affected by reflected by the other the encounter. Taking great liberties, it seems Palmer is saying, "to learn it, live it." He seems to put learning and prayer in the same plane -- or perhaps as the same thing. "As I move toward the heart of reality," Palmer reflects, "reality is moving toward my heart. As I recollect the unity of life, life is recollecting me in my original wholeness. In prayer, I not only address the love at the core of all things; I listen as that love addresses me, calling me out of isolation and self-centeredness into community and compassion. In prayer, I begin to realize that I not only know but am known." (Page 11 for those keeping track at home.)

For many of you, it comes as no surprise that I have issues with prayer. I've mentioned it in past blogs. It's a struggle for me to articulate what prayer means to me; to actually have to articulate how I practice it would completely paralyze me, but Palmer's observation that in prayer for others he is drawn out of isolation and becomes in community with others is a pretty close reflection to how I view it, as well ... although it wouldn't be nearly as succinct or articulate coming from my lips. What this has to do with education is that he continuously touts the benefits of looking at knowledge not in the language of power and domination (one has a master in a particular field because one has successfully conquered it), but rather, one might look at knowledge as a web -- what we know is connected to others, other people, other objects, other ideas. When one puts as much effort into seeing the web as one does in "mastering" the topic, the world opens up in new ways. Palmer seems to be imploring educators to open up their minds and hearts to the others in the classroom not only for the student's well-being, but also for the sake of their own souls.

Another of Palmer's concepts revolves around truth. Truth, as he sees it, may not be "right." You can give an academically correct answer that rings hollow. It is not true. I think this is how a lot of confirmation kids must feel when they encounter a "my way or the highway" pastor. For them to give the correct answer in the eyes of the ordained means to lie to themselves -- one of the reasons my first stint at confirmation at the tender age of 12 was a colossal failure. In my heart of hearts, I said to myself "I'll be damned if I'm right for this guy." Looking back, even when I look at the kid I was -- I'm the one in the upper right in the old snapshot at the top of this post -- I still feel that way. I reject the notion some have that a kid grows out of obstinance; sometimes it's the adult who's way off track. I'm glad to know that I've managed to hold onto that truth after three decades. I hope I have the grace to hang onto that when I'm feeling insecure in front of students in a classroom. I'm damned if I don't let a kid speak a deeper truth than I can muster with all my high falutin' and expensive words.