Spirituality and Pedagogy - (Wisdom of Practice) by Marilyn Llewellyn (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br>Those drawn to teaching by a desire to make a difference in children's lives will find this book a welcome relief from the unremitting focus on standardized achievement, accountability and compliance. Exploring themes of compassion, faith and social justice, the author offers an inspiring vision of what teaching at its best can be.<p/><br></br><p><b> Book Synopsis </b></p></br></br><p>This book offers teachers and teacher-educators an inspiring alternative to narrowly conceived prescriptions for instruction. Through this collection of contemplative essays, the author explores the meaning of school classrooms as sacred spaces for nurturing student growth and learning. Narrative vignettes are used to illuminate pedagogical relationships grounded in faith and compassion rather than accountability and compliance. Woven throughout are themes of social justice and respect for the individual learner. The book is a excellent resource for catalyzing discussion in teacher-preparation courses and in-serivice programs. In additon to the subject of spirituality and pedagogy, the book offers an example of teacher reflection. As such, it contributes to discourses about teachers as researchers, scholar-practitioners, and pedagogically-centered inquiry. </p><p> </p><p> </p><p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>In this refreshing and insightful text Marilyn Llewellyn invites teachers to respect and seek to safeguard the informal spiritual culture in every school. For her, conscious of children's individual spiritual capacity and vulnerability, the school is sacred ground. She uses the meanings of words usually found in religious contexts like spirituality, contemplation, revelation and faith to evoke parallel meanings in the everyday work of teaching and learning. In contrast to current technical discourses of instruction and performance measurement, her unabashed plea for respectful care for the individual pupil and her or his learning path is welcome indeed.</p><p>Peter Willis</p><p>University of South Australia</p><br>
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