While eighty-one precepts are presented for creating successful learning events, it is clear that The Tao of Teaching is a book about humanist, progressive classroom instructional philosophies, methods, and practices. It is also a book about the value of teaching children in enriched environments.
How does a facilitator of distance education courses in the arts or other disciplines go about creating an enriched online environment for adult learners? What elements of an enriched traditional classroom setting might be transferrable to an online course? How would such elements be modified?
6/28/09
Analysis
Please note: I've taken some liberty with APA formatting to make this more readable as a blog post.
The Tao of Teaching (Nagel, 1994) is a book about interpersonal relationships and humanistic, progressive teaching practices. Each of the eight-one chapters highlights an element of teaching. Some chapters have to do with how the teacher views him- or herself. Some have to do with the best methods to reach children in order to bring them to their full learning potential. Others have to do with understanding the wholeness of the child or their unique life story as a way to individualize instruction. And still others have to do with creating out of the mainstream, enriched learning environments.
Many of the chapters presented a different angle on the same or similar concepts and were, at times, redundant. The stories presented by the author to illustrate Taoist principles as they apply to teaching were sometimes disjointed. Nevertheless, this is one of those books that can be used as a reference manual without having to review each preceding chapter in order to maintain the train of thought. One can open the book to any page and find a technique or philosophy that offers tips for success.
Some of the precepts and stories are easily adapted for adult teaching and learning. Methods and practices that were more developmental in nature were not as readily applicable in adult education. Nagel presents a host of characteristics that epitomize, in her opinion, a teacher present in the Tao. As the book progressed, themes appeared that described the author’s idea of an enlightened teacher and the fifteen listed below could also be guides for studio art teachers as well as facilitators of online art courses.
A “wise” teacher:
· is self-actualized
· is realistic
· is intuitive
· leads by example
· is confident
· has integrity
· learns along with students
· is non-competitive
· knows how to maintain balance in life
· uses words carefully
· is truthful
· understands context and adapts responses
· is flexible
· uses many teaching styles
· creates enriched learning environments
Select quotes illustrate each theme. The chapter title and page number follow parenthetically. In a couple of places, the words “child” or “children” have been substituted with “student.”
1. Strive for self-actualization
“Respect your own individuality and be proud of your work as an educator. . . . Consider your students, and know that change will always be a part of your regular routine” (Chapter 13, “Love others as you love yourself; accept uncertainty,” p. 45).
“The wise teacher learns to work in effortless ways, doing things that come without stress. . . . Teach by doing what comes naturally” (Chapter 48, The pursuit of the Way is not like the pursuit of information,” p. 141).
2. Be realistic
“Wise teachers allow [students] to follow their interests, then they use encouragement and natural influences to promote growth” (Chapter 30, “Avoid using force; don’t push,” p. 95).
“Wise teachers are interested in the questions, skills, and knowledge already held by students” (Chapter 37, “Seek simplicity and honor what is known,” p. 113).
3. Be self-actualized and intuitive
“Wise teachers develop insight. . . . Daily self-reflection, for just a few minutes, is one piece” (Chapter 47, “Cultivate inner knowledge,” p. 137).
“In the Tao, the teacher develops and respects his or her intuition. . . . Get close to your students, for in doing so you can also develop intuition about them” (Chapter 55, “Stay in touch with your original nature, p. 159).
4. Lead by example
“Showing rather than just telling will enhance academic recall and deepen understandings of real life” (Chapter 22, “Teach by example,” p. 69).
“The teacher who would expect certain behaviors of her or his students can expect cooperation if those behaviors are important enough for the teacher to meet” (Chapter 27, Discipline yourself before trying to discipline others,” p. 87).
5. Be confident
“Know when to ebb in the process of teaching. . . . Allow mistakes to occur in the first place” (Chapter 32, “The Way cannot be mastered,” p. 101).
6. Have integrity
“The wise teacher uses discretion, represents stability, demonstrates endurance, and maintains flexibility” (Chapter 27, “Discipline yourself before trying to discipline others,” p. 87).
7. Learn along with students
“Wise teachers have authority but do not choose to be authoritarian. . . . They work together with students to find resources, share ideas, check out opinions, and do research in order to build upon experience” (Chapter 10, “Do not be authoritarian,” p. 39).
“Wise teachers do not need to serve as the holders/transmitters of all knowledge great and small. . . . Your students will learn from what you do know. The rest, you and they can figure out together” (Chapter 71, “When you don’t know, say so,” p. 203).
8. Be non-competitive
“As you grow to be your own best judge, the judgments of others will mean less and less. Criticisms, even compliments, will not be taken personally” (Chapter 56, “It is impossible, with a person who has gained harmony, to be indifferent or intimate, to harm him or benefit him, to disgrace him or honor him,” p. 165).
9. Know how to maintain balance in life
“Wise teachers select natural pastimes that will complement interests and projects related to teaching. . . . Find pastimes that can enhance your personal satisfaction with teaching” (Chapter 19, Reduce selfishness, have few desires,” p. 61).
“There must be a balance between acquiring new cognitive concepts and doing other things that whole people do. . . . A wise teacher provides time for the arts and for physical education” (Chapter 65, “Do not try to rule through cleverness,” p. 191).
10. Use words carefully
“The teacher who asks a question and then does nothing actually does something very useful in providing time for students to think. . . . Silence before responses during discussions can enhance the number and quality of answers” (Chapter 11, “Turn non-being into utility,” p. 41).
“The Tao encourages the teacher to use evocative words and subtle questions, calling forth the ideas, the problem-solving ability, and the dedicated work of the students. . . . Think before you speak; ration your own words. Remember you are one of many” (Chapter 23, “Use few words,” p. 71).
11. Be truthful
“In the Tao, it is recognized that truth does not have to be expressed in complex words” (Chapter 81, “True words are not fancy; fancy words are not true,” p. 229).
12. Understand context and adapt responses
“Behaviors and values that appear clear-cut in one setting may lose their importance in another” (Chapter 20, “Do not see things in black and white,” p. 65).
“There is much to be learned from entering into the contexts of others’ worlds. . . . Do not hesitate to express your interest in getting to know others or to admit that you have much to learn from them” (Chapter 61, “In placing yourself low, you take over others,” p. 179).
13. Be flexible
“In the Tao teachers and students select instructional practices and make choices that are particular to their needs, interests, and personalities, not because of the ‘way it’s supposed to be’ ” (Chapter 1, “The Way is nameless; the name is not the Way,” p. 16).
14. Use many teaching styles
“Balancing the elements of various philosophies or lifestyles can be part of the way for wise teachers. They know that if all of their teaching is done with only one style, they cannot meet the varying needs of different students” (Chapter 29, “Follow the middle road; it is the heart of knowing,” p. 91).
15. Create enriched learning environments
“A high quality environment will bring forth high-quality achievement” (Chapter 34, “Do not strive for greatness,” p. 107
“Create a . . . resource center with accessible materials in order for [students] to take charge of their own learning” (Chapter 43, “Use your resources,” p. 129).
“Wise teachers make their own classrooms desirable places to be” (Chapter 80, “Be content and find delight in your home,” p. 227).
It is common for students in the studio arts classroom to experiment, to sometimes have more experience with a certain skill or technique than the instructor, and to take risks. At the same time, students learn quickly that studios are safe environments for self-expression and learning from mistakes.
Instructional designers and facilitators of college art distance education programs face the challenge of creating safe, stimulating, and enriched online classrooms that campus-based visual arts students expect.
While The Tao of Teaching espouses humanist applications in teaching children, it sometimes seemed to stretch precepts in order to fit the personal stories of Nagel’s three classroom teachers. How applicable the book was overall to challenges faced by classroom and online visual arts educators is still not clear. Adult student developmental markers, motivations, expectations, and issues are clearly different than children’s. Yet, general themes resonate for anyone interested in human relationships, regardless of age and stage of life, or chosen field of practice.
Nagel, G. (1994). The Tao of teaching: The ageless wisdom of Taoism and the art of teaching. New York: Penguin Putnam Inc.
The Tao of Teaching (Nagel, 1994) is a book about interpersonal relationships and humanistic, progressive teaching practices. Each of the eight-one chapters highlights an element of teaching. Some chapters have to do with how the teacher views him- or herself. Some have to do with the best methods to reach children in order to bring them to their full learning potential. Others have to do with understanding the wholeness of the child or their unique life story as a way to individualize instruction. And still others have to do with creating out of the mainstream, enriched learning environments.
Many of the chapters presented a different angle on the same or similar concepts and were, at times, redundant. The stories presented by the author to illustrate Taoist principles as they apply to teaching were sometimes disjointed. Nevertheless, this is one of those books that can be used as a reference manual without having to review each preceding chapter in order to maintain the train of thought. One can open the book to any page and find a technique or philosophy that offers tips for success.
Some of the precepts and stories are easily adapted for adult teaching and learning. Methods and practices that were more developmental in nature were not as readily applicable in adult education. Nagel presents a host of characteristics that epitomize, in her opinion, a teacher present in the Tao. As the book progressed, themes appeared that described the author’s idea of an enlightened teacher and the fifteen listed below could also be guides for studio art teachers as well as facilitators of online art courses.
A “wise” teacher:
· is self-actualized
· is realistic
· is intuitive
· leads by example
· is confident
· has integrity
· learns along with students
· is non-competitive
· knows how to maintain balance in life
· uses words carefully
· is truthful
· understands context and adapts responses
· is flexible
· uses many teaching styles
· creates enriched learning environments
Select quotes illustrate each theme. The chapter title and page number follow parenthetically. In a couple of places, the words “child” or “children” have been substituted with “student.”
1. Strive for self-actualization
“Respect your own individuality and be proud of your work as an educator. . . . Consider your students, and know that change will always be a part of your regular routine” (Chapter 13, “Love others as you love yourself; accept uncertainty,” p. 45).
“The wise teacher learns to work in effortless ways, doing things that come without stress. . . . Teach by doing what comes naturally” (Chapter 48, The pursuit of the Way is not like the pursuit of information,” p. 141).
2. Be realistic
“Wise teachers allow [students] to follow their interests, then they use encouragement and natural influences to promote growth” (Chapter 30, “Avoid using force; don’t push,” p. 95).
“Wise teachers are interested in the questions, skills, and knowledge already held by students” (Chapter 37, “Seek simplicity and honor what is known,” p. 113).
3. Be self-actualized and intuitive
“Wise teachers develop insight. . . . Daily self-reflection, for just a few minutes, is one piece” (Chapter 47, “Cultivate inner knowledge,” p. 137).
“In the Tao, the teacher develops and respects his or her intuition. . . . Get close to your students, for in doing so you can also develop intuition about them” (Chapter 55, “Stay in touch with your original nature, p. 159).
4. Lead by example
“Showing rather than just telling will enhance academic recall and deepen understandings of real life” (Chapter 22, “Teach by example,” p. 69).
“The teacher who would expect certain behaviors of her or his students can expect cooperation if those behaviors are important enough for the teacher to meet” (Chapter 27, Discipline yourself before trying to discipline others,” p. 87).
5. Be confident
“Know when to ebb in the process of teaching. . . . Allow mistakes to occur in the first place” (Chapter 32, “The Way cannot be mastered,” p. 101).
6. Have integrity
“The wise teacher uses discretion, represents stability, demonstrates endurance, and maintains flexibility” (Chapter 27, “Discipline yourself before trying to discipline others,” p. 87).
7. Learn along with students
“Wise teachers have authority but do not choose to be authoritarian. . . . They work together with students to find resources, share ideas, check out opinions, and do research in order to build upon experience” (Chapter 10, “Do not be authoritarian,” p. 39).
“Wise teachers do not need to serve as the holders/transmitters of all knowledge great and small. . . . Your students will learn from what you do know. The rest, you and they can figure out together” (Chapter 71, “When you don’t know, say so,” p. 203).
8. Be non-competitive
“As you grow to be your own best judge, the judgments of others will mean less and less. Criticisms, even compliments, will not be taken personally” (Chapter 56, “It is impossible, with a person who has gained harmony, to be indifferent or intimate, to harm him or benefit him, to disgrace him or honor him,” p. 165).
9. Know how to maintain balance in life
“Wise teachers select natural pastimes that will complement interests and projects related to teaching. . . . Find pastimes that can enhance your personal satisfaction with teaching” (Chapter 19, Reduce selfishness, have few desires,” p. 61).
“There must be a balance between acquiring new cognitive concepts and doing other things that whole people do. . . . A wise teacher provides time for the arts and for physical education” (Chapter 65, “Do not try to rule through cleverness,” p. 191).
10. Use words carefully
“The teacher who asks a question and then does nothing actually does something very useful in providing time for students to think. . . . Silence before responses during discussions can enhance the number and quality of answers” (Chapter 11, “Turn non-being into utility,” p. 41).
“The Tao encourages the teacher to use evocative words and subtle questions, calling forth the ideas, the problem-solving ability, and the dedicated work of the students. . . . Think before you speak; ration your own words. Remember you are one of many” (Chapter 23, “Use few words,” p. 71).
11. Be truthful
“In the Tao, it is recognized that truth does not have to be expressed in complex words” (Chapter 81, “True words are not fancy; fancy words are not true,” p. 229).
12. Understand context and adapt responses
“Behaviors and values that appear clear-cut in one setting may lose their importance in another” (Chapter 20, “Do not see things in black and white,” p. 65).
“There is much to be learned from entering into the contexts of others’ worlds. . . . Do not hesitate to express your interest in getting to know others or to admit that you have much to learn from them” (Chapter 61, “In placing yourself low, you take over others,” p. 179).
13. Be flexible
“In the Tao teachers and students select instructional practices and make choices that are particular to their needs, interests, and personalities, not because of the ‘way it’s supposed to be’ ” (Chapter 1, “The Way is nameless; the name is not the Way,” p. 16).
14. Use many teaching styles
“Balancing the elements of various philosophies or lifestyles can be part of the way for wise teachers. They know that if all of their teaching is done with only one style, they cannot meet the varying needs of different students” (Chapter 29, “Follow the middle road; it is the heart of knowing,” p. 91).
15. Create enriched learning environments
“A high quality environment will bring forth high-quality achievement” (Chapter 34, “Do not strive for greatness,” p. 107
“Create a . . . resource center with accessible materials in order for [students] to take charge of their own learning” (Chapter 43, “Use your resources,” p. 129).
“Wise teachers make their own classrooms desirable places to be” (Chapter 80, “Be content and find delight in your home,” p. 227).
It is common for students in the studio arts classroom to experiment, to sometimes have more experience with a certain skill or technique than the instructor, and to take risks. At the same time, students learn quickly that studios are safe environments for self-expression and learning from mistakes.
Instructional designers and facilitators of college art distance education programs face the challenge of creating safe, stimulating, and enriched online classrooms that campus-based visual arts students expect.
While The Tao of Teaching espouses humanist applications in teaching children, it sometimes seemed to stretch precepts in order to fit the personal stories of Nagel’s three classroom teachers. How applicable the book was overall to challenges faced by classroom and online visual arts educators is still not clear. Adult student developmental markers, motivations, expectations, and issues are clearly different than children’s. Yet, general themes resonate for anyone interested in human relationships, regardless of age and stage of life, or chosen field of practice.
Nagel, G. (1994). The Tao of teaching: The ageless wisdom of Taoism and the art of teaching. New York: Penguin Putnam Inc.
6/24/09
Summary
Eighty-one recommendations for enlightened ways of facilitating children’s learning fill the pages of The Tao of Teaching (Nagel, 1994). Nagel borrowed the eighty-one chapter format of the Tao Te Ching (pronounced dow deh jing) by Lao-tzu, translated as The Book of The Way, and philosophically presents select teaching ideals with real classroom examples to illustrate each precept.
The author acknowledges the master Lao-tzu as a Chinese wandering sage responsible for the founding principles upon which Taoism is based. Lao-tzu is believed to have been an older contemporary of Confucius (551-479 B.C.E.) yet their teachings are inherently different. Early on, Nagel reminds us that the “The Confucianist believes in the worldly affairs of a happy citizenry in an orderly, paternalistic system” and in contrast, Lao-tzu is credited with recording life observations where instinct, respect, virtue, individualism, and a “love of stillness” promote learning (p. 6).
The author briefly summarizes key Taoist concepts before launching into her collection of wise yet simple teaching practices, gleaned from personal experience and stories shared by three practicing teachers of children, each with over twenty-five years in the field.
Nagel, G. (1994). The Tao of teaching: The ageless wisdom of Taoism and the art of teaching. New York: Penguin Putnam Inc.
The author acknowledges the master Lao-tzu as a Chinese wandering sage responsible for the founding principles upon which Taoism is based. Lao-tzu is believed to have been an older contemporary of Confucius (551-479 B.C.E.) yet their teachings are inherently different. Early on, Nagel reminds us that the “The Confucianist believes in the worldly affairs of a happy citizenry in an orderly, paternalistic system” and in contrast, Lao-tzu is credited with recording life observations where instinct, respect, virtue, individualism, and a “love of stillness” promote learning (p. 6).
The author briefly summarizes key Taoist concepts before launching into her collection of wise yet simple teaching practices, gleaned from personal experience and stories shared by three practicing teachers of children, each with over twenty-five years in the field.
Nagel, G. (1994). The Tao of teaching: The ageless wisdom of Taoism and the art of teaching. New York: Penguin Putnam Inc.
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