The Courage to Teach Guide for Reflection and Renewal

by Parker J. Palmer, Megan Scribner

20th ANNIVERSARY EDITION

The Courage to Teach Guide for Reflection & Renewal is a helpful companion to Parker J. Palmer's classic work on restoring identity and integrity to professional life. A superb resource for those who wish to extend their exploration of the ideas in The Courage to Teach, as individuals or part of a study group, the Guide provides practical ways to create safe space for honest reflection and probing conversations and offers chapter-by-chapter questions and exercises to further explore the many insights in The Courage to Teach.

The bonus online content includes a 70-minute interview with Parker Palmer, in which Palmer reflects on a wide range of subjects including the heart of the teacher, the crisis in education, diverse ways of knowing, relationships in teaching and learning, approaches to institutional transformation, and teachers as culture heroes. Discussion questions related to the topics explored in the interview have been integrated into the Guide, giving individuals and study groups a chance to have a conversation with the author as well as an engagement with the text.

Genres: Teaching

192 pages, Paperback

Published August 28, 2017

About the author

Parker J. Palmer (Madison, WI) is a writer, teacher and activist whose work speaks deeply to people in many walks of life. Author of eight books--including the bestsellers Courage to Teach, Let Your Life Speak, and A Hidden Wholeness--his writing has been recognized with ten honorary doctorates and many national awards, including the 2010 William Rainey Harper Award (previously won by Margaret Mead, Paulo Freire, and Elie Wiesel). He is founder and senior partner of the Center for Courage Renewal, and holds a Ph.D. from the University of California at Berkeley.

Reviews

[Natalie Davey · Rating 5 out of 5]

“I am a teacher at heart, and I am not naturally drawn to the rough-and-tumble of social change. I would sooner teach than spend my energies helping a movement along and taking the hits that come with it. Yet, if I care about teaching, I must care not only for my students and my subject but also for the conditions, inner and outer, that bear on the work teachers do. Finding a place in the movement for educational reform is one way to exercise that larger caring...as we find our place in the movement, we will discover that there is no essential conflict between loving to teach and working to reform education.”