Index
A
Alcorn, Marshall
mourning effect,
143, 145, 156
ambiguities
of gender,
43â45, 47, 54
of grief,
13, 52â53
of life,
15, 43, 47, 130
anxieties,
20â23, 59â63, 67
apathy,
101â102, 106, 178
aptness to teach,
157â158
arts-based instruction,
6, 24, 29â30, 75â78, 100
Attig, Thomas
incompleteness,
146
life disrupted,
38, 46, 168â169
psychological fragility,
46â47, 59, 138
reshaping oneâs life,
41, 44â46, 53, 56
unprecedented feelings,
40, 146, 153
B
Berman, Jeffrey,
1â2, 145
Brault, Pascale-Anne
metonymic force of mourning,
100, 103â104
citation,
100â104
gesture,
40, 42, 89, 100â104
metonymy,
100, 102, 104
punctum,
103â105
studium,
103â104
Buber, Martin,
64, 171
Buscagia, Leo,
1, 101, 111
C
Campbell, Joseph,
120, 122â125, 129, 140, 160
Cassirer, Ernst,
91
Chang, Kay,
11, 90, 143, 160, 174
Chicago street violence,
48, 54
Claspell, Emily
not-ness of life,
117â118
passivity of wretchedness,
116â117, 157
themes of grieving
emotional disorientation,
14, 116â117, 128
hopelessness and powerlessness,
58, 61, 117
rite of passage,
58â59, 71
role-playing a functional life,
18, 21
struggling for understanding,
29, 64â65
Cochran, Larry
not-ness of life,
117â118
passivity of wretchedness,
116â117, 157
themes of grieving
emotional disorientation,
14, 116â117, 128
hopelessness and powerlessness,
58, 61, 117
rite of passage,
58â59, 71
role-playing a functional life,
18, 21
struggling for understanding,
29, 64â65
Columbine High School,
39â40, 52â53, 57
compassion,
17, 28, 66â70, 98â99, 101â102, 105â110, 125, 147â148, 151â152, 161, 163â167
Connerton, Paul,
8
narratives of mourning,
19â20, 55
societal forgetfulness,
50
courage
to care,
67, 69â70, 151, 180â181
to cope,
38, 117, 147
to teach,
85, 90, 147, 152â153, 173
creativity and imagination,
28â30, 71â78, 82, 116â119, 127, 136, 185â186
curriculum
experienced vs. prescribed,
13, 19, 29â30, 35, 61â68, 76, 91, 152â153, 118, 122
inner vs. outer,
15â17, 26â28, 35â36, 61â64, 69, 83, 87, 90, 94, 102, 120, 151, 158â159
in-school vs. out of school,
8â9, 61â62, 70, 73â74, 93, 106, 108, 139, 144, 171
intentional vs. organic,
15â16, 35, 48, 62, 138â139, 150â152
D
Deal, Terrence,
69, 159
Derrida, Jacques
moments of reckoning,
1, 98â99
despair,
19, 28â29, 38, 41, 63â68, 89â91, 106, 121â125, 137, 160, 168, 171
Dewey, John,
29â30, 61, 77â79, 106â107, 118â119, 131, 138
dimensions of teaching
cognitive,
30, 35â38, 53, 123, 127, 134â139, 143â144, 159â160, 172â173, 177, 180â181
emotional,
13, 26â28, 44, 65â68, 102, 109â111, 120â128, 151â153, 164â165, 169â173
moral,
11, 65â73, 107, 122â124, 135â136, 145, 149, 154â158, 164â165, 185â186
spiritual,
14â19, 26, 28, 38, 40â48, 64â65, 72â76, 91, 110, 130â133, 152â158, 164â165
drama
Dear Evan Hansen (Steven Levenson, Benj Pasek, & Justin Paul),
168â170, 176
Dido and Aeneas (Henry Purcell and Nahum Tate),
100
A Midsummer Nightâs Dream (Shakespeare),
74â75
Oliver! (Lionel Bart),
169â170, 176
Romeo and Juliet (Shakespeare),
106
Spring Awakening (2007),
58, 66â67, 76â77
Spring Awakening: A Childrenâs Tragedy (1891/2010),
9, 57, 60â64, 66â67
E
education
as an agent of humanity,
2, 12â13, 16â17, 26, 106â107, 138, 143â145, 151â153, 165, 170, 172â174, 181, 186
as reckoning,
1, 83, 94, 99, 109
as relearning,
2, 9, 12, 16, 41, 44, 46
culturally relevant,
7â8, 19â23, 29, 47â50, 148â149
Egan, Kieran,
30, 159â160
Eisner, Eliot,
6, 35, 39
empathy,
49, 51â53, 65â67, 78, 99â102, 109, 147â148, 152, 162â165
epiphany,
52, 137, 182â188
ethics,
9, 58, 70â72, 101, 107â108, 123, 134, 138, 155, 185
existential,
64â67, 69â73, 75â76, 78, 81, 147, 158â159
fluidity of gender,
43â44
fluidity of space and time,
36â37, 42â45, 49, 51â53
F
Fenstermacher, Gary,
145â149
Freire, Paulo,
10â11, 98
G
Goho, James,
65, 120
Golliher, Jeff
movements from diminishment to remembrance,
87â89
movements from recovery to reidentification,
88â89
grace,
11, 15, 35, 164â167
Gray, John,
92â93
Greene, Maxine,
2, 6, 178
grief
as a journey,
16â17, 26â27, 29, 35â36, 41â42, 52, 58â59, 71, 82, 89, 98â99, 109, 116â117, 126â127, 144â146, 168, 177, 179, 181
boundaries,
40, 72â73, 81, 93, 103, 109â110, 126â127
inner landscape,
10, 29, 43, 71, 74, 81, 90, 98â99, 100â102, 116â118
voices of,
71â73, 92, 156, 163,
grieving
collective,
8, 18â19, 40, 77â78, 103â105
individual,
1, 5, 13, 21, 118, 125, 160
private,
18, 29, 38, 65â67, 72â73, 81â82, 173
public,
7, 16, 20â21, 65â68, 77â78, 103â104, 109â110
H
Harris, Sam,
123â124
Hoff, Benjamin,
127â129, 138, 141
homelessness,
64, 148, 150â151, 158
hope,
26â28, 52â53, 57, 72, 77â78, 138, 156, 160, 163â166, 184
Hopkins, L. Thomas,
83, 102
I
identity
private/personal,
16, 48, 60, 82â83, 85, 90, 146, 150
public/professional,
21â22, 39â40, 47, 68â69, 82, 93, 97â99, 100, 152â153, 158
public and private intersection,
1, 7â8, 16, 84â85, 107â109, 184
inner truths,
1, 45, 90, 100, 178, 185
integrity,
46, 53, 73, 81, 90, 93â95, 100, 108â111
invisibility,
42, 45â49, 71, 82, 92, 151, 170â172, 184, 187
isolated,
18, 26, 38, 63, 84, 103, 107, 117, 150, 157, 173, 177
J
James, William,
5, 9
Jersild, Arthur,
64, 67â68, 79, 152
K
Kelchtermans, Geert
teachersâ lives,
144
Kierkegaard, Soren
earnestness,
70, 80
ethical versus aesthetic mode of existing,
9, 65â67, 78
infinite and finite existence,
72â73, 77
striving toward the divine,
69, 73
Kottler, Jeffrey A.,
11, 85â86, 96
L
Lama Surya Das,
158, 164, 176
linear thinking,
14, 26, 35â36, 42, 51, 66, 88, 120, 130, 165, 173
literature
as divine utterance,
25, 29â30, 42
as metaphor for life,
6â7, 14â15, 92, 177, 184â185
gothic,
116, 120
mythology
ancient Roman underworld,
10, 99, 101, 103, 105, 107â109
Aphrodite and Medusa,
160
Sibyl,
46, 55, 99
loneliness,
25â27, 38, 146â150, 168, 173, 185â187
loss,
2, 14â15, 18â19, 27, 46â47, 81â83, 93â94, 116â117, 125â128, 143â146, 158â159, 162, 168â169
Lynch, Paul
teaching for uncertainty,
11, 122, 139
unprincipled pedagogy,
119
M
Mann, Horace,
155, 157â158
Marjory Stoneman Douglas High School,
10, 76â77
May, Todd,
81, 183
Mayes, Clifford,
103â104, 110â111, 164â165
melancholy,
57, 65, 150, 162, 179
metaphysical,
42, 87, 116â118, 120â121
Milne, A. A.,
128â135, 141
mourning,
19â24, 28, 50, 90, 100â101, 103â104, 139, 143â145, 152, 159, 168â169
N
Naas, Michael
metonymic force of mourning,
100, 103â104
citation,
100â104
gesture,
40, 42, 89, 100â104
metonymy,
100, 102, 104
punctum,
103â105
studium,
103â104
Nesse, Randolph,
82, 91, 177â178, 183
Noddings, Nel
emotional and intellectual disconnects,
62, 75â76, 122
ethic of care,
70, 109, 148, 151, 155
P
Palmer, Parker
inner truth versus outer performance,
1, 3â4, 7, 10, 87
standing where public and private meet,
81â82, 85, 100
teacher-student connections,
139, 147, 170â173
Phillips, Adam
forgetting museum,
82â86, 90
memories,
81, 83, 85
phantom history,
83â84
Poe, Edgar Allen
Mesmeric Revelation,
130â136
The Murders in the Rue Morgue,
130
poet
Emily Dickinson,
170â171
Maya Angelou,
110, 112â113
Rabindranath Tagore,
25â28
unique abilities,
42, 47, 73, 84, 91â92, 186
poetry
Fern Hill (Dylan Thomas),
84â85, 90
O Captain! My Captain! (Walt Whitman),
104â105
The Prelude (William Wordsworth),
185â187
pre-service teachers,
4â6, 15, 26â27, 178â183
R
Reddiford, Gordon,
119, 121
Redman, Peggy Deal,
69, 159
reflective practice,
2, 6â7, 46â47, 66, 86, 122, 162, 180
regentrification,
49â50
resiliency,
26, 138, 160â161, 181
S
school
as ashram,
18â20, 21, 23â24, 27
as avidya,
21â25, 27
as dharma,
21â23
as emancipatory spaces,
14, 19â23, 28, 47, 62, 65
as shelter,
16â18, 21, 39, 76, 123, 144, 146â147
Schubert, William H.
substantive experiences,
2, 76, 111
What is worthwhile,
12, 43, 46, 184
self-esteem,
19â20, 40, 47, 53, 59â60, 82, 89â90, 138, 144â148, 152, 168â169
September,
11, 2001 23â24
shame,
51â52, 60â63, 86â87, 90, 98â100
social inequities,
8, 18â19, 47â49, 145â149, 154â156, 163
solace,
64, 68, 73â74, 84, 98, 117, 137, 159, 162, 184
students
as human beings,
13, 16â17, 25â26, 30, 35â36, 61â62, 70, 76, 119â120, 144â145
as teachers,
3â4, 20â23, 100, 132
inner lives,
16â18, 37â38, 47, 87, 151, 159, 171
T
teacher
as artist,
29â30, 35, 77â78, 119
as farmer/gardener,
18â19, 84â85, 138â140
as philosopher,
2, 14â16, 104â105, 111, 140
teaching
as sacred,
5, 13, 19â20, 108â110, 120, 165â167, 174, 183â184, 187
as transactional,
26, 172
as transformative,
15, 21â23, 25, 46â47, 90â91, 93â94, 102â103, 107â110, 120, 164â165, 179â180, 181â184, 187
compassionate,
66â67, 70â71, 78, 98, 101â102, 106, 109â110, 125, 147â148, 151â152, 164â165, 174
tears,
25â28, 48â53, 83â84, 98â99, 122, 149â151, 162, 166â167, 170â171, 182â183, 185
tragedy,
5, 40â42, 77, 110, 118, 121, 125â127, 130, 136â139, 153
transition,
44, 98, 145, 164â165,
V
veil image,
41â42, 47â53, 59â60, 78, 116â118, 120, 153
victims
of bias and discrimination,
19, 47â50, 29â30, 155â156,
of neglect,
148â152, 163
of violence,
18â21, 27, 48, 76â77, 86â87, 90â92
vulnerability,
6, 17â18, 40, 58â59, 93â95, 128, 144â147, 153â154, 156â160, 173, 181, 183
W
Watkin, William,
159, 169
Weisman, Avery D.,
147, 181
Z
Zehm, Stanley J.,
11, 85â86, 96