This may be because we prepare for out calling by learning the subjects we will teach and the methods by which we will teach them. And there is nothing wrong with that. Yet rarely, if ever,are we led to reflect on those dimensions of character and mind that are at the very core of what we do---which is to help others acquire both the knowledge by which they can understand life in all its fullness and the dispositions by which they can live such a life. These dimensions of our own selves constitute the core of our teaching; when we teach, we animate inert knowledge with qualities of our own personality and spirit that affect, or ought to affect, our students. Nevertheless, though these qualities differ from subjects and techniques, we rarely consider these aspects of our selves separately; rarely do we take them to be distinct from the hows and whats of instruction, which, extrinsic to outselves and usually taught to us as we prepare to teach others, do not arise from within.
這可能是因?yàn)槲覀冎皇菧?zhǔn)備那些要教的內(nèi)容，以及如何教的方法。當(dāng)然這并沒(méi)有錯(cuò)洗做。 然而我們即使有也很少，去反思組成教學(xué)核心的不同特質(zhì)和思想——是幫助他人在獲得知識(shí)的同時(shí)能夠充分的理解生活以及通過(guò)何種品行能夠?qū)崿F(xiàn)自己想要的生活。
正是我們自己所具備的這些特質(zhì)和思想組成了教學(xué)的核心。教學(xué)的時(shí)候，我們是激活了內(nèi)在的知識(shí)、個(gè)人的特質(zhì)和精神舵鳞，去影響我們的學(xué)生。
盡管與學(xué)科和技術(shù)截然不同焊刹，我們還是很少去單獨(dú)思考自己的那些特質(zhì)系任。
我們也很少用這些個(gè)人獨(dú)特的品質(zhì)去區(qū)分什么是教學(xué)以及如何教學(xué)。那些訓(xùn)練我們?nèi)绾稳ソ虅e人的方法和理論都是外在的表面虐块，而非發(fā)自內(nèi)心俩滥。
