Why can't we talk of love when it comes to education? We so often talk of love in
our personal lives and so seldom talk of love in our professorial lives. We are quick to
talk of our love of learning or our love of our discipline, and even of our love of
teaching, and so slow to talk of our love for each student. Are we afraid that someone
will roll their eyes? Are we afraid someone will laugh? Are we afraid of embarrassing
ourselves? Why are we so willing to share the books and information, but not consider
sharing the compassion? Why are we willing express our feelings for this book or that
research finding, but not express our feelings for others? Why do we so concentrate on
giving what students need and not on being what students need?
I say you've got to express your love, your unconditional compassion for each
student. I do. And, I can tell you it is the way to win hearts, influence minds, and
change the future. We have to become out-of-the-closet, in-the-open, out-of-this-world,
high-five lovers. Love is by my definition the selfless, total, unconditional promotion
of the growth of another. Isn't that what education is all about? We so often talk of
love in our personal lives and so seldom talk of love in our professorial lives. My
definition of "educating with love" is the act of sensibly sharing more than mere
information with students and colleagues. Our experiences and knowledge and insights and
wisdom are of little lasting value without what I'll call "soft authorities": empathy,
compassion, faith, hope, belief, and love. That is, the ability to reach out and envelop
someone with warmth. The beauty of these soft authorities is that no matter where we are
in our career or what we do on a campus we each--everyone--possesses them. We can have
kind eyeballs. We can have kind lips. We can have kind ears. We can have kind faces. We
can speak kindly with our bodies. We can smile gently; we can hug; we can shake hands; we
can tap softly on the shoulder; we can sincerely listen; we can intently see; we can
involve ourselves emotionally in the growth of students. We can cheer students on. We
can congratulate. We can celebrate a student's achievement or show sympathy for a
student's failure and help her or him see lessons in her or his mistakes.
I have been pouring over at 160 student journal entries each day, five days a
week, semester after semester for the last ten years. Once again, I tell you that
students are hungry for love, for compassion, for understanding, for encouragement, for
hope, and above all for respect. There never is enough of it. No matter the number of
degrees we hold, no matter the positions we hold, no matter the reputations we possess, no
matter the "hard" authority we muster, we are all human. And, because we're all human,
education is at its best when it is fraught with humanity, when compassion underlies our
thoughts and feelings, our motivation, our purpose, our vision, our meaning, and our
actions. Each of us can see the sacredness in each student. Each of us can see how
incredible each student is. Each of us can get each student's attention, trust, respect,
and esteem. On the first day of class and on the last day of class and on many classes in
between I dare, without hesitation and without embarrassment, to say, "I love you."
I tell you each of us can become a "you've got to get this prof" kind of prof.
Each of us can be totally committed to each student's personal growth. Each of us can
share our heart. Each of us can truly care as much for each student's success as we care
for our own. Each of us can create a memorable classroom experience for each student.
Each of us can make a lasting difference in someone's lives. Each of us can generate and
harness the power of caring. People who educate with unconditional love are the happiest,
most passionate, most generous, most understanding, most encouraging, most believing, most
satisfied, most fulfilled, most dynamic, most focused, and most influencial. They are the
most trusted, respected, and esteemed. "Educating with love" gets students' attention.
Other kinds get only time. So, close your eyes. Visualize the teachers you've had who
are most memorable. Are they smart? Generous? Kind? Loving? Understanding? I bet I
know most of your answers.
Enough for now.
Make it a good day.
--Louis--
Louis Schmier www.therandomthoughts.com
Department of History : www.newforums.com/L_Schmier.htm
Valdosta State University
Valdosta, Georgia 31698 /\ /\ /\ /\
(229-333-5947) /^\\/ \/ \ /\/\__/\ \/\
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/\"If you want to climb mountains,\ /\
_ / \ don't practice on mole hills" -
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