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• W225836699 abstract "Parker Palmer's (1983) often-quoted definition of teaching - teach is to a in which obedience to is - can be applied productively to work in faculty development. Exploring this notion is enhanced by the theological literature in hospitality, which can be viewed through Amy Oden's (2001) discussion of four movements of hospitality: welcoming, restoring the guest, dwelling together, and sending forth. In recent years, several have suggested that education be thought of as an act of hospitality. The teacher, as host, seeks to a in which students, as guests, can feel supported and safe as they travel the path of development and learning. Parker Palmer (1983), for example, suggests that means receiving each other, our struggles, our newborn ideas with openness and care (pp. 73-74). Similarly, Henri Nouwen (1975) describes students as temporary visitors who have been in many rooms before they came to ours. Such visitors need our supportive presence and a with safe boundaries (p. 63). And John Bennett (2003) says that being academically hospitable means letting others know they matter as fellow inquirers (p. 48). Reading Parker Palmer first challenged me to think about myself as a host, inviting my students to enter into a learning in which we explore the that we come to understand together. In To Know as We Are Known: A Spirituality of Education, Palmer (1983) speaks of what the of hospitality in the classroom might help foster when he presents and then explores this definition of teaching: teach is to a in which obethence to is (p. 69). In many ways, this definition applies to our work in faculty development as well. As we all know, while teaching can be gratifying and energizing, too often it can be thankless and enervating. like weary travelers, we all need a listening ear, a cup of coffee, a place to rest as we gain energy to continue our journey. In providing these and gifts, faculty development can be seen as an act of hospitality, and exploring this metaphor yields productive insights. We might say that faculty developers seek to create a space in which their colleagues, as guests, can explore together what it means to practice obethence to truth and, in turn, prepare themselves to host students and each as we seek to learn together. Because hospitality is, at its heart, a concept and with many spiritual dimensions, I will draw primarily from resources in Christian theology to assist in our exploration of hospitality as a metaphor for our work in faculty development. Such resources are particularly useful because they remind us that hospitality needs to be practiced not only to help meet the needs of the guest but also so that the host can learn and grow by receiving from the guest. Seeing faculty development in this light can lead us to approach our work with a different motivation and increased sense of significance than we might otherwise. Regardless of one's own religious affiliations, resources from Christian traditions bring with them a rich and productive history that can assist our thinking about the concept of hospitality. Welcoming and Restoring: Creating a Space Amy Oden (2001) identifies four movements in the of hospitality: welcoming, restoring, dwelling together, and sending forth. In order to hospitality, one must first seek to be welcoming, says Oden (2001). Welcoming consists of an offer to serve, implicit or explicit (p. 146). It may entail receiving a visitor or it may be initiated by [the host] going to the other (p. 146). Restoring the guest, the second movement of hospitality, involves seeking to address the guest's most immediate needs, whether physical or spiritual or both (p. 146). Dwelling together follows. In this time, the host practices what Oden calls the of presence, showing a willingness to share even the mundane and ongoing realities of the guest's life and inviting the guest to share with the host in turn. …" @default.
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• W225836699 title "Welcoming and Restoring, Dwelling and Sending: Creating a Space for Hospitality in Faculty Development." @default.
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