Abstract
Perhaps the most difficult dynamic to see clearly in any classroom is the pulsing of love. When I say that teaching will not work without love, I realize that I am making a controversial claim. Some people’s gut response, and I hardly blame them, will be to instantly reject this claim, but I hope that by the time I have explained what I mean, even my most skeptical readers will grant that I have a legitimate case.
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Notes
“The love between student and teacher is precious and special just as it stops short of possession, not just because of cultural sanctions or institutional regulations but because of its own inner nature,” says Kenneth E. Eble, The Aims of College Teaching (San Francisco, CA: Jossey-Bass, 1983), 44.
Tim Jackson, Love Disconsoled: Meditations on Christian Charity (Cambridge: Cambridge UP, 1999), 11–15. My discovery of this definition so useful to me was quite serendipitous. I found it not because I am an avid or even a regular reader of theology, but because I had recently met Tim Jackson in person at Emory University, found his ideas challenging, and wanted to see what he had to say in a book he had just published.
Jacques Maritain, Education at the Crossroads (New Haven, CT: Yale UP, 1943), 25.
Dante Alighieri, The Inferno, trans. John Ciardi (New York: New American Library, 1954).
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© 2013 Melissa Valiska Gregory
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Gregory, M., Gregory, M.V. (2013). Love? What’s Love Got to Do with It?. In: Gregory, M.V. (eds) Teaching Excellence in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137373762_6
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DOI: https://doi.org/10.1057/9781137373762_6
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