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Journal of Christian Education
Recently I have had cause to recollect occasions when, as a teacher, I have found myself somewhat embarrassed and ashamed. These are the times when, in full flight before my students, a quiet voice somewhere in the back of my head has muttered, ‘you don’t really believe this’, or ‘but you don’t do what you’re telling them they should be doing’. (To add insult to injury, usually these situations have arisen when I have been pontificating enthusiastically to seminary students on the ‘whys and hows’ of effective educational practice in Christian faith communities!)
Offsetting these incidents are other occasions when I have experienced an almost overflowing sense of fulfilment and purposeful integration in my teaching interaction.
I suspect that many teachers, regardless of country and educational setting - school, university, seminary, or church-based location - can identify with me in this sense of deep uneasiness on one hand (when adjectives like ‘phony’ or ‘hypocritical’ surface) and immense satisfaction as a teacher on the other hand…
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