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Being a Spirit-Led Educator (Woodbrooke)
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Being a Spirit-Led Educator

A Workshop for Woodbrooke Quaker Study Center
C. Wess Daniels
Bibliography
🔻 Download the PDF of the Presentation
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Woodbrooke Presentation.pdf
4.8 MB
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Opening and Introduction

Silence

Queries:

Opening Discussion Questions
What do you hope to get out of this conversation?

What is a Spirit-Led educator?
A holistic approach to self and others.
What is important to you in this?

Moving Ahead
Where do you need refreshed?
Where to be re-rooted?
Where do you want to grow?

Tending to yourself & students
Do you know when you are teaching out of a sense of Spirit-Led guidance and when you are out on your own?
Are you aware of the places of freedom in your life and how that comes into your teaching? What are blocks and obstacles you face personally ー fear, anger, resentment, insecurity ー that get in the way?

Activities

Teaching from Within: Exploring the self as educator
“Knowing of any sort is relational, animated by a desire to come into deeper community what what we know. Why does a historian study the "dead" past? To reveal how much of it lives in us today?” - Parker Palmer
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Write and Reflect - Practice of Awareness
Upward
God
Tradition
Theology
Teleology
Worldview
Inward
Personal Biography
Commitments
Convincement
Identities
Experience
What I know to be true
Faith
Relationships
Outward
Current Context
Culture
Community
Social Change
What is in front of me?
Political Change
Environmental Collapse
Institutional Change
Colleagues
Student Needs / Desires
Physiological
Physical Identities
Ability
Physical Needs
Trauma
Emotional Learning

Reflection Questions
What comes up when we reflect on these various identities?
What do you notice?
Do you notice places of yourself that could be brought into teaching that you haven’t brought? Are there places where you haven’t felt able to bring into your teaching but might want to explore?

From Courage To Teach (Palmer)
p. 67 - Name two recent moments in teaching: a moment when things were going so well that you knew you were born to teach and a moment when things were going so poorly that you wished you had never been born.
Discuss to together in a triad: focus on the positive case and help each group member in turn identify their gifts - that is, to name the strengths and capacities of the teacher that helped make the case in question an authentic learning experience.
Creating a personal and organizational Spirit-Led Rule with Advices and Queries
Reflect on the core call and purpose of your own teaching. What are the key themes, threads, and commitments that involve this?
What are practices, advices, and queries that can help you continue in this practice over time?
Do this same activity as a team or organization. Bring your personal rules together and share. What does the institution need to do to structurally support and provide the right container for Spirit-Led work to thrive? What do we need to do as individuals to help the Spirit-Led work of the institution to move forward?

Practices of Contemplative Pedagogy
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Website for Contemplative Pedagogy
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Contemplative Pedagogies Handout
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Bibliography
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Contact:
Wess Daniels -
danielscw@guilford.edu
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Site:
https://gatheringinlight.com/
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E-Newsletter:
http://newsletter.remixingfaith.com/
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