When education …

When education is the practice of freedom, students are not the only ones who are asked to share, to confess … Professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive. In my classrooms, I do not expect students to take any risks that I would not take, to share in any way I would not share. When professors bring narratives of their experiences into classroom discussions it eliminates the possibility that we can function as all-knowing, silent interrogators.

bell hooks, Teaching to Transgress: Education as a Practice of Freedom, p21

 

I know I don’t actually blog much about teaching here, but this is an idea that has stayed with me since my first or second year as an education student, and I think it’s powerful not just for tertiary education but for all learning relationships.

Albert Camus on Travel

What gives value to travel is fear. It is the fact that, at a certain moment, when we are so far from our own country … we are seized by a vague fear, and an instinctive desire to go back to the protection of old habits … this is why we should not say that we travel for pleasure. There is no pleasure in traveling, and I look upon it more as an occasion for spiritual testing … Pleasure takes us away from ourselves in the same way as distraction, in Pascal’s use of the word, takes us away from God. Travel, which is like a greater and a graver science, brings us back to ourselves.

Albert Camus
Notebooks 1935-1951