Robert Duthie
Student no. 260639383
EDEC 260: Philosophy of Education
November 5, 2014
Teaching for Truth:
A Critical Analysis of ‘Authenticity’ in Parker Palmer’s
The Heart of a Teacher
Parker Palmer’s theory of personal authenticity develops the idea that ultimately, an
individual’s collected experiences, thoughts, and feelings inadvertently constructs a confidant
and genuine character whose motives and adeptness for teaching come from within rather than
through the objective techniques and models for teaching. Moreover, it is this character who is
genuinely constructed through principals of understanding the self, who is capable of facilitating
effectively, and from the heart, through an inner emotional and cognitive establishment of an
individuals relationship between his or her subject and the self in relation to the subject and the
student. In other words, Palmer constructs of notions of authenticity through examining the
human ability to internalize concepts of understanding the self, in relation to how we learn and
teach. Furthermore, he does this in order to demonstrate that as teachers, the importance of
understanding and working from points of authenticity is to develop a natural sense of self in
order to foster an organic practice of teaching that is truthful to the self and not necessarily to
methods of indoctrination.
In the Heart of a Teacher, Palmer not only explores the inner working and processes of
authenticity through developing key concepts surrounding the notion of authenticity, but in doing
so he relates the text to ‘real world’ situations, by bringing up examples and allegories from his
personal experiences as a teacher in order to aid him in conveying of the importance of the
subject of authenticity. In addition to that, the text itself is written in a semi-informal tone which,
in a sense, renders his text as more relatable or accessible to readers, teachers or any other
members of the academic or public spectrum. Additionally, it is also interesting to note that the
overall tone and accessibility of the text essentially shapes the text as a ‘stand-alone’ within the
academic sphere whereby resisting the tireless, and sometimes over the top, language of
academia, it may be understood that Palmers text itself is authentic where it abstains from the
tones and doctrines of academic writing.
The writing style Palmer chooses for his text is ultimately a reflection of the content of
the text itself. Here, this text may be viewed as authentic where its philosophical applications
rely on aspects of the self and the inner development of becoming acquainted with the self. This
becomes more apparent wherein the content of this text relies heavily on developing the two
major concepts of identity and integrity as both a point of departure as well as concrete examples
in advocating the importance of authenticity in the class room. Moreover, Palmer explains that
this notion of identity and integrity is an aspect of the self which, “can never be fully named or
known by anyone, including the person who bears them.” (Palmer 7) However, in a more
specific sense, Palmer explains that identity in relation to authenticity is, “An evolving nexus
where all forces constitute my life converge in the mystery of self: my genetic makeup, the
nature of the man and woman who gave me life, the culture in which I was raised, people who
have sustained me and who have done me harm, the good and ill I have done to others and to
myself, the experience of love suffering – and much, much more.” (Palmer 7) In this passage it is
also important to note that Palmer indicates that the concept of identity within the development
of authenticity is ‘an evolving nexus’ which is never permanently established or grounded within
distinct parameters. However, he does mention that within this ‘evolving nexus,’ the collectivity
of a life’s experiences and emotions develop aspects of personal integrity which is what he
describes as, “ whatever wholeness I am able to find within that nexus and its vectors form and
reform the pattern of my life.” (Palmer 7) Therefore, although the concept of identity is in
constant flux or a state of perpetual development, the aspect of integrity is essentially the force of
wholeness which emerges from the nexus of the self and establishes personal complexion or
posture within the individual.
With the understanding of the individual as well as integrity, Palmer then goes on to
indicate that this development of the individuality coupled with integrity essentially develops the
notion of heart, or the place where passion lies in teaching. However, Palmer also indicates that
as teachers, “We lose heart because teaching is a daily exercise in vulnerability.” (Palmer 10)
And that as a repercussion to this, in order “to reduce our vulnerability, we disconnect from
students, from subjects, even from ourselves. We build a wall between inner truth and outer
performance, and we play-act the teacher part.” (Palmer 10) This is where Palmer explains that
due to the loss of heart from the exposure of vulnerability, teachers effectively disconnect from
their students and themselves. This disconnection between the self and the class is an example of
what Palmer defines as a bad teacher, or bad practice where, “Bad teachers distance themselves
from the subject they are teaching and the process, from their students. Good teachers join self
and subject and students in the fabric of life”. (Palmer 4) This notion between connection and
disconnection and the differences between good and bad teachers is essentially one of the core
arguments Palmer raises in order to support his objective in illustrating that the act of teaching
depends on authentic interpersonal relationships between the self, subject and student.
Finally, in an attempt to provide some practical advice on how to regain notions of the
self in order to build a social posture adept for the realm of teaching, Palmer suggests that we are
to look at the exterior and interior mentors and motivators which pushed us into the academic
and educational sphere. Palmer explains that, “By remembering our mentors, we remember
ourselves – and by remembering ourselves, we remember our students.” (Palmer 17) In addition
to that, Palmer indicates that we are also to engage in the subjects that chose us because, “we
were drawn to a body of knowledge because it shed light on our identity as we as on the world.”
(Palmer 17) Therefore, by claiming ownership over our personal experiences with mentors as
well as redefining or revaluating the subjects which engaged us; we will be able to develop an
authentic self whose authority and agency as an individual is a reflection of their inner lives. This
agency or ownership over the sense of self will then ultimately enforce and inform teaching
practices where the learning experience will become more authentic. Palmer alludes to this
notion of agency and authority where he mentions that, “External tools of power have occasional
utility in reaching, but they are no substitute for authority, the authority that comes from the
inner life.” (Palmer 24)
On a more personal note, these central arguments an ideas presented by Palmer resonate
with my own philosophy of education where I do think that the formation or deep perception of
an authentic self is crucial to the learning environment for both teachers and students alike.
Moreover, I think that to a large degree young students, especially high-school students, are
aware of the inauthenticity which emanates from both the social interactions with their teachers
as well as the educations they receive. This is perhaps a cynical view on the contemporary realm
of education, but based on my own experiences, especially my high school experiences, I found
it rather easy to spot, insincerity or disconnection within some of my teachers. With that being
said, I think that some of the points raised by Palmer indicate that, through a revaluation of the
heart, identity and integrity some of the teachers I had would have been able to regain a sense of
self and effectively rejuvenate their sense of purpose. Moreover, by establishing this notion of
authenticity, “in a culture that sometimes equates work with suffering, it is revolutionary to
suggest that the best inward sign of vocation is deep gladness – revolutionary but true.” (Palmer
21)This notion of deep vocational ‘gladness,’ I think, is one of the ultimate goals of that Palmer
is striving for when bringing up the notion of authenticity within the class room because
teaching, in my opinion, should be one of the most gratifying jobs, with one of the strongest
senses of purpose and passion.
This last idea resonates strongly with how the core ideas emanating from Parkers text will
impact my own teaching philosophy and hopefully practice. Admittedly, at first glance Parkers
ideas and notions surrounding authenticity can easily be dismissed as corny or disconnected from
notions of professionalism, however if this text is to be engaged in critically and with a sense of
openness, it becomes increasingly obvious that a sense of self and authenticity is essentially the
only “resource at immediate command.” (Palmer 4) This concept of immediateness within the
framework of the heart, identity and integrity is important to me because it suggests that teaching
is an organic act that may only be processed through an internalization of the self, and through
this internalization, truth and genuine quality will emerge. It is hard to say how this notion will
exactly impact my ability to facilitate, however Palmers notion of authenticity does in a sense
comfort my own anxieties and vulnerabilities where it assures me that within the fragmented
reality’s we live in, there can be no exact methodology for how we present ourselves. But it is
the way in which we internalize our concepts of the self that we build character authentic to the
act of teaching.
Finally, by building upon and implementing notions of authenticity in our individualized
practices it is my hope as well as Palmers that, ‘deep vocational gladness’ will surface from our
practices. Also, it is my belief that where vocational gladness emerges, teaching for change and
teaching for truth follows.
Citations
Palmer, P (2003). Chapter 1, “The Heart of a Teacher: Identity and Integrity in Teaching,”
Chapter 3 “The Hidden Wholeness: Paradox in Teaching and Leaning,” The Jossey-Bass
Education Series, The Jossey-Bass Reader on Teaching, pp. 3-25 & 63-90