Karen Meyer

Developing the Artistry of Teaching

I am privileged to be part of a group of educators who are exploring the place of inner work in our pedagogical practice. Different threads connect me to the members of the group—interests in the arts, creativity, and exceptional human accomplishments, dedication to students and to teaching, and longstanding respect. Our paths have converged in different ways, at different times, always with pleasure in the convergence. One shared belief is that inner work is different for all of us but especially for educators.

Having Spoken of Learning

Not surprisingly, we have learned much from being members of our group. Our group has met on an ongoing basis since 2006; a rather long life for an academic group. As well, the group has emphasized the development of its culture and cohesiveness, and in particular, the sharing of the personal and human dimension of each of us has formed the container within which the two book projects have emerged.

Becoming a Daoist Educator: The Pedagogy of Wu-Wei

There is no other task but to know your own original face. This is called independence; the spirit is clear and free. If you say there is some particular doctrine or patriarchy, you’ll be totally cheated. Just look into your heart; there is no transcendental clarity. Just have no greed and no dependency and you will immediately attain certainty. (Yen-t’ou, 828–887, as cited in Cleary, 1998, p. 32)

Entering the Field of Being

Teaching necessarily happens in the intersection of the personal and the professional. The more integration we can achieve between these two realms, the more embodied, enactive, and alive our teaching becomes, which, in turn, can facilitate transformative learning in our students. This integration of the personal and the professional is supported by what our group calls the innerworkings for educators.

Burgeo and Back! Or

I moved from my hometown in Melbourne, Australia, where I had been a high school teacher for 11 years, to attend the University of British Columbia, Vancouver, Canada. Graduate school was only one reason for my move to Canada. I also enjoy the outdoors and Canada’s west coast is well known as an outdoor enthusiast’s playground. When not studying, I spent many hours cycling, sailing, kayaking, and hiking Canada’s Pacific northwest.

And, Just What Did i Learn in School Today?

I have long been fascinated with eastern ideas, writings and practices that others may find enigmatic. Somehow I find them quite intelligible and even profoundly so. In fact, I often have trouble understanding rational philosophical writings from the west that for others are clear and self-evident in their meaning!

The Artistry of Teaching

After a long career in education and several periods of reflection on what makes good teaching I was at a point where, in hindsight, those reflections were kaleidoscopic. Tiny, beautiful fragments of shape and colour, emerging patterns, ideas tumbling about in a tube, constantly changing.