Rev. Father, this liberating for me. An great piece emphasizing the unity of the soul with the universal, it highlights a deeply relational aspect of education and formation. Christine Hong's quote in the paper reinforces this by pointing to curiosity and mutual knowing as central to this journey. Together, these ideas suggest that theological education is not just about imparting knowledge but about nurturing holistic growth that fosters connection, curiosity, and a positive impact on the world.
It’s wonderfully capturing the transformative power of teaching built-in humanity, love, and justice. It challenges educators to move beyond grades and dogma, including pedagogy as a sacred act of inspiring students to realize their complete possible.
Thank you for your thoughtful comment. It brought back memories of my academic journey. I recall being a student in 2010, with a perfect score and an A grade. However, when the seminary's presidency changed, the system shifted drastically—38 out of 40 students failed outright. I managed to get a B+, my only lower grade during my bachelor’s degree. It was disheartening and stressful, and after that, I stopped focusing on grades altogether.
Later, when I enrolled at the University of Georgia, I reconsidered the importance of grades. Reflecting on my time at the Tbilisi seminary, I see that the system had become authoritarian. Grades were deliberately kept low, except for those who aligned with the rector's narrative, as he was seen as the only one deserving of excellence. This undermined the institution's integrity and was a stark example of how authoritarianism can infiltrate even academic spaces.
This is a great read. Timely. It is so important that educators remember their commitment to educating and that it is not merely to dispense information they’ve learned with expectations that their students will regurgitate, verbatim, what has been dispensed to them. The ladder metaphor perfectly describes what should be taking place in a learning environment:
“Just as a ladder provides structure and support, educators must serve as guides, facilitating a transformative journey scaffolded toward self-discovery and empowerment.” Learning should be a collaborative effort that sparks ideas, critics thinking, and a thirst for more knowledge not only in students but educators as well. Your article has caused me to reflect on my own style of teaching to see ways in which I can be more humane, loving, and collaborative with co-learners. Thank you for this!!
Rev. Father, this liberating for me. An great piece emphasizing the unity of the soul with the universal, it highlights a deeply relational aspect of education and formation. Christine Hong's quote in the paper reinforces this by pointing to curiosity and mutual knowing as central to this journey. Together, these ideas suggest that theological education is not just about imparting knowledge but about nurturing holistic growth that fosters connection, curiosity, and a positive impact on the world.
Great work. Keep it up.
Thank you for your kind words, Samuel! Blessings on your journey of curiosity and growth!
It’s wonderfully capturing the transformative power of teaching built-in humanity, love, and justice. It challenges educators to move beyond grades and dogma, including pedagogy as a sacred act of inspiring students to realize their complete possible.
Thank you for your thoughtful comment. It brought back memories of my academic journey. I recall being a student in 2010, with a perfect score and an A grade. However, when the seminary's presidency changed, the system shifted drastically—38 out of 40 students failed outright. I managed to get a B+, my only lower grade during my bachelor’s degree. It was disheartening and stressful, and after that, I stopped focusing on grades altogether.
Later, when I enrolled at the University of Georgia, I reconsidered the importance of grades. Reflecting on my time at the Tbilisi seminary, I see that the system had become authoritarian. Grades were deliberately kept low, except for those who aligned with the rector's narrative, as he was seen as the only one deserving of excellence. This undermined the institution's integrity and was a stark example of how authoritarianism can infiltrate even academic spaces.
This is a great read. Timely. It is so important that educators remember their commitment to educating and that it is not merely to dispense information they’ve learned with expectations that their students will regurgitate, verbatim, what has been dispensed to them. The ladder metaphor perfectly describes what should be taking place in a learning environment:
“Just as a ladder provides structure and support, educators must serve as guides, facilitating a transformative journey scaffolded toward self-discovery and empowerment.” Learning should be a collaborative effort that sparks ideas, critics thinking, and a thirst for more knowledge not only in students but educators as well. Your article has caused me to reflect on my own style of teaching to see ways in which I can be more humane, loving, and collaborative with co-learners. Thank you for this!!
Thank you so much! I'm grateful that this article inspired you to reflect on your teaching style.