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Gratitude in Education, by Kerry Howells
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Teachers at all levels of education will find this book practical and inspiring as they read how other educators have engaged with challenges that reveal different dimensions of gratitude, and how some have discovered its relevance in gaining greater resilience, improved relationships and increased student engagement. In the first comprehensive text ever written that is solely dedicated to the specific relevance of gratitude to the teaching and learning process, Dr Howells pioneers an approach that accounts for both dilemmas and possibilities of gratitude in the midst of teachers' busy and stressful lives. She takes a contemporary and philosophical view of the notion of gratitude and goes beyond its conceptualisation simply from a religious or positive psychology framework. Exploring real situations with teachers, school leaders, students, parents, academics and pre-service teachers - Gratitude In Education: A Radical View examines many of the complexities encountered when gratitude is applied in a variety of secular educational environments.
- Sales Rank: #564573 in Books
- Brand: Brand: Sense Publishers
- Published on: 2012-02-24
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .39" w x 6.14" l, .59 pounds
- Binding: Paperback
- 184 pages
- Used Book in Good Condition
Most helpful customer reviews
2 of 2 people found the following review helpful.
Finding our inner soul
By C. Jones
I feel quite renewed having just read Kerry Howells's new work, Gratitude in Education, a Radical View. Being familiar with Kerry's past work on awakeness I was looking forward to engaging with her book and its ideas. Much to my surprise I found myself totally engaged with myself, specifically .... my inner soul.
I would recommend this book to any educator, in any field of education who desires to forge a stronger connection with their learners. In the spirit of Parker J. Palmer, Kerry's approach picks up on the notion that 'we teach who we are'. That we as educators potentially hold more power to impact our students' learning through the agency of 'giving'. While reading Gratitude in Education, I was reminded of Parker J. Palmer's statement, there is; `no question that students who learn, not professors who perform, is what teaching is all about ... [however] teachers possess the power to create conditions that can help students learn a great deal - or keep them from learning much at all'. I think this quote captures much about Kerry's practice as espoused so intimately.
There is a narrative that flows through this carefully crafted and highly reflective piece of work that invites the reader in, as if to say ... 'does this sound familiar to you?', if so ... 'you are not along, and perhaps the use of gratitude in education can offer you potential solutions to the challenges we all face'. I was challenged in a positive way, recognising that I have more positive emotions to inject into my teaching and general relations. I did not expect to gain this realisation from Kerry's work, but despite the tight focus (i.e. gratitude) it is obvious that the application of this concept is unrestricted in our daily lives.
There is a shift in thinking required for us to elevate gratitude into our approach to organizing our thinking; for some of us this will be a natural and relatively pain free process. For other perhaps not so. That others will ignore the ideas and contributions contained in Kerry's work does not lessen their importance or usefulness. It merely speaks to the differences that exist between educators in terms of their teaching philosophies, their teaching contexts and ultimately their desire to make a difference.
Personally I am delighted that Kerry's sees the ironic short comings of `a student-centred approach' that perhaps assumes the student positioned to be that of `reciever'. Kerry identifies the opportunity to develop a state of `Preparedness', from which I suspect, she is arguing for a `learning-centred' perspective to emerge. Ultimately, we (as educators) are constantly in receipt of 'gifts' from our students and we have a choice how we receive and whether we choose to celebrate such gifts appropriately. I for one will be viewing my student's gifts with more humility as a result of reading Gratitude in Education.
Dr Colin Jones
Senior Lecturer
University of Tasmania
2 of 2 people found the following review helpful.
This is an extraordinary book
By Jan Libich
This is an extraordinary book. It takes us on a journey of discovery about the powerful effects of the practice of gratitude by the author and many teachers and students.
That being more grateful for what we have received can make us happier is not a surprise to most people. There exists a body of research in psychology, sociology, and economics uncovering the powerful role of our inner attitude, emotions, and expectations. But that the practice of gratitude can serve as an effective teaching and learning tool is a novel proposition, and an important contribution. As the book explains: `When teachers are full of negative complaint, their inner attitude flows to their students. When students have an inner attitude of complaint, they cannot be present enough to learn.'
While extensively researched, with interesting quotes ranging from philosopher Immanuel Kant to economist Adam Smith, to author Virginia Wolf, it is not excessively theoretic. The book is written from `a world that speaks of gratitude with a multitude of different voices, feelings, opinions, beliefs, and connotations.' The used impressionist ethnography narrative style draws you in, and makes the book characters' stories and experiences resonate with your own. You get to know Sophie the teacher, Julie the assistant principal, Rose the honours student and many others, and the story of each of them provides both inspiration and strength to do things differently in the classroom, staffroom, and at home.
If a picture is worth a thousand words, reading the book gives the feeling that a story can be worth a thousand pictures. Some of the book's stories will stay with me for a long time. For example, how teacher Adam dealt with an ongoing difficult situation by telling each and every student what he valued in them (and how the students spontaneously did the same about Adam). Or how Joseph the refugee was able to look upon his life - full of horrific acts of violence against his family and people - with gratitude, and see his suffering as his treasure.
Not to let gratitude `loose', the book offers a framework to examine the subtleties of the concept. It covers a lot of interesting ground, just a few areas I found most insightful: (i) the different nature of practising gratitude and positive thinking or instant gratification; (ii) the interplay of `gratitude to' and `gratitude for'; (iii) the dangers of the `us and them' mentality; (iv) gratitude as a way of recognizing the other (the French word for gratitude is reconnaissance); (v) the close relationship between thinking and thanking (elaborated by Martin Heidegger); (vi) the State of Preparedness framework; and (vii) the hidden downsides of online learning.
While this makes the book beneficial to researchers, it will be equally valuable to teachers, students, and parents. It shows what commonly stops us from being awake during our learning, and offers tips on how to stay attentive and interested. It inspires us to look not only for what we can receive from the learning experience, but also what they can give. It provides numerous examples of how to unravel `the sticky web of ingratitude' that we reside in most of the time. It can all start with the realization (as expressed by Rachel Carson) that: `Underneath the most annoying behaviour is a frustrated person who is crying out for compassion'. The journey can then continue by practising to `extract benefits from adversity', as Joseph the refugee did. In this respect, the example of Eastgates Primary School shows how practising gratitude together with colleagues helps build the social capital within an institution.
The book is however careful not to over-emphasize the role of gratitude. It stresses that it is not `the only transformative for healthy educational communities or enacting powerful pedagogy.' It also provides examples of the limitations of practising gratitude as it `lives and breathes in a context'.
I believe that after reading the book many teachers and students will do things differently next time they step in the classroom. They will be more grateful for the opportunity. They will better balance their giving and receiving. They will be more empathic and humble, accepting that `we are not perfect, and so we have no right to judge or criticize others or, importantly, ourselves.'
If reading this book has had no positive influence on your life/teaching/learning then perhaps its time has not yet come for you. Come back to it later. As the author stresses, the practice of gratitude needs `to flourish in its own time, at its own pace'. Nevertheless, once we practise `seeing things as a gift', and focus on what we can be grateful for, we are empowered to choices `more likely to bring about positive outcomes.'
I feel grateful for being able to read this book.
Dr. Jan Libich
Senior lecturer, School of Economics
La Trobe University, Melbourne, Australia
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0 of 0 people found the following review helpful.
Enlightening!
By Jools
A must read for all educators. Kerry provides fascinating anecdotal evidence of the power of gratitude in education. Inspirational writing, empowering, motivating.
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