The Heart of Higher Education: A Call to Renewal

Table of Contents

Cover

Title

Copyright

Foreword

ENTER WITH YOUR OWN GIFT

Gratitudes

The Authors

Introduction

THE ORIGINS OF THIS BOOK

A VERY BRIEF HISTORY OF INTEGRATIVE EDUCATION

THE NEW SCIENCES AND THE SOCIAL FIELD

THE AIMS AND LIMITS OF THIS BOOK

WHAT LIES AHEAD

Chapter 1: Toward a Philosophy of Integrative Education

MODES OF KNOWING

CRITIQUE 1: WEAK PHILOSOPHICAL FOUNDATIONS

Chapter 2: When Philosophy Is Put into Practice

CRITIQUE 2: INTEGRATIVE EDUCATION IS TOO MESSY

CRITIQUE 3: EMOTIONS HAVE NO PLACE IN THE CLASSROOM

CRITIQUE 4: RESISTANCE TO COMMUNITY

CRITIQUE 5: ACADEMICS AND SPIRITUALITY DON’T MIX

THE WAY WE DIE

Chapter 3: Beyond the Divided Academic Life

ATTENDING TO PURPOSE

THE ARGUMENT: A SKETCH

EXPANDING OUR UNIVERSE

DANGERS OF A TRUNCATED WORLDVIEW

SCIENTIFIC SUPPORT FOR AN EXPANDED ONTOLOGY

QUANTUM HOLISM

ATTENDING TO EXPERIENCE, CULTIVATING INSIGHT

MAKING IT REAL

Chapter 4: Attending to Interconnection, Living the Lesson

EMERGING WHOLES

PEDAGOGIES OF EXPERIENCE AND INTERCONNECTION

INTERDISCIPLINARITY AND INTENTIONAL TEACHING

ENRICHING EPISTEMOLOGY, FOSTERING IMAGINATION

AWAKENING COMPASSION

Chapter 5: Experience, Contemplation, and Transformation

PEDAGOGIES OF TRANSFORMATION

EXPERIENTIAL LEARNING

CONTEMPLATIVE PEDAGOGY

MEANING, PURPOSE, AND VALUES: SPIRITUALITY IN HIGHER EDUCATION

SPIRITUALITY, EXPERIENCE, AND THE PROFESSORIATE

BEYOND THE PAST

Chapter 6: Transformative Conversations on Campus

A CONVERSATIONAL STRATEGY OF CHANGE

CONVERSATION AS ANTIDOTE AND TACTIC

Afterword

About the Appendices

EXPERIMENTS IN INTEGRATIVE EDUCATION

Appendix A: In the Classroom

KNITTING THROUGH THE HALLELUJAH

UNCOVERING THE HEART OF HIGHER EDUCATION: THE CONTEMPLATIVE PRACTICE FELLOWSHIP PROGRAM

BORDER CROSSING: LEADERSHIP, VALUE CONFLICTS, AND PUBLIC LIFE SYLLABUS IN SERVICE OPPORTUNITIES IN LEADERSHIP

PUTTING STUDENTS FIRST: PROMOTING LIVES OF PURPOSE AND MEANING

SOURCES

Appendix B: Beyond the Classroom

THEME DORMS: MIXING ACADEMICS AND COLLEGE LIFE

STIRRING STUDENTS’ INTELLECTUAL PASSIONS: THE LIBBY RESIDENTIAL ACADEMIC PROGRAM

SERVICE LEARNING: INSPIRED BY A STUDENT

UNDER THE ARCOIRIS: MAKING DREAMS COME ALIVE

PHILADELPHIA UNIVERSITY: WHERE PHYSICAL EDUCATION MAKES A PLAY FOR CIVIC EDUCATION

BRINGING CONVERSATION INTO THE ESSENCE OF TEACHING: MAKING MEANINGFUL CONNECTIONS

Appendix C: Administrative Initiatives

THE VP IS IN: BEING VISIBLE AND AVAILABLE

COUNCIL OF ELDERS: PRESIDENT AND FACULTY/STAFF RELATIONSHIPS

PRESIDENT AND FACULTY DINNERS: OPPORTUNITIES FOR CONVERSATIONS AND RELATIONSHIPS TO FLOURISH

BUILDING COMMUNITY AT COMMUNITY COLLEGES, ONE POEM AT A TIME

IS THIS JUST CONVERSATION OR IS SOMETHING GOING TO HAPPEN? A COLLEGEWIDE EXPERIENCE OF INTEGRATED LEARNING

INTEGRATED, EMBEDDED, AND ENGAGED: PROMOTING A CULTURE OF RESPONSIBILITY AT MSU—CHAUTAUQUA/DIALOGUES

Notes

FOREWORD

INTRODUCTION

CHAPTER 1: TOWARD A PHILOSOPHY OF INTEGRATIVE EDUCATION

CHAPTER 2: WHEN PHILOSOPHY IS PUT INTO PRACTICE

CHAPTER 3: BEYOND THE DIVIDED ACADEMIC LIFE

CHAPTER 4: ATTENDING TO INTERCONNECTION, LIVING THE LESSON

CHAPTER 5: EXPERIENCE, CONTEMPLATION, AND TRANSFORMATION

CHAPTER 6: TRANSFORMATIVE CONVERSATIONS ON CAMPUS

Index

End User License Agreement

List of Figures

Introduction

Figure 1. Integrative Learning Concept Map

The Heart of Higher Education: A Call to Renewal

TRANSFORMING THE ACADEMY THROUGH COLLEGIAL CONVERSATIONS

Parker J. Palmer

Arthur Zajonc

Megan Scribner

Mark Nepo

The Jossey-Bass Higher and Adult Education Series

Copyright © 2010 by Parker J. Palmer and Arthur Zajonc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

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Library of Congress Cataloging-in-Publication Data

Palmer, Parker J.

The heart of higher education : a call to renewal / Parker J. Palmer and Arthur Zajonc with Megan Scribner ; foreword by Mark Nepo.

p. cm.

Includes bibliographical references and index.

ISBN 978-0-470-48790-7 (hardback)

1. Education, Higher--Philosophy. 2. Educational change. 3. Educational innovations. I. Zajonc, Arthur. II. Scribner, Megan. III. Title.

LB2322.2.P35 2010

378.01--dc22

2010013825

FIRST EDITION

Foreword

The issues facing the next generation globally demand that we educate our students worldwide to use all of their resources, not just their mind or their heart. The hour is late, the work is hard, and the stakes are high, but few institutions are better positioned to take up this work than our nation’s colleges and universities.1

— DIANA CHAPMAN WALSH,

PRESIDENT EMERITA, WELLESLEY COLLEGE

What you have before you is a thoughtful and grounded invitation to live into the heart of higher education and to deepen our understanding and practice of transformative learning. The magnitude of the issues confronting the world requires whole people with whole minds and hearts to lead us into tomorrow. And that, in turn, requires us to renew the human purpose and meaning at the heart of higher education.

Parker Palmer and Arthur Zajonc have devoted their lives to creating forms of education that serve the human cause. Their book arrives at a critical and creative juncture in the evolution of higher education in the emerging global community. In particular, this book is an affirming response to an unprecedented international higher education conference held in 2007 and funded by the Fetzer Institute. Rather than a compendium of the worthwhile papers, presentations, and dialogues offered at the conference, this book is a call to the growing interest and commitment to integrative education that the conference signified.

After two years of planning, the conference, Uncovering the Heart of Higher Education: Integrative Learning for Compassionate Action in an Interconnected World, was held in San Francisco, February 22–25,2007. The conference drew over six hundred educators, administrators, student life professionals, chaplains, and students, representing 260 institutions from North America and around the world—from Schenectady High School in upstate New York to the University of Cape Town in South Africa, and from the University of British Columbia in Canada to Richland Community College in Dallas, Texas.

Partnering organizations who helped convene this unique gathering included the Asian Art Museum of San Francisco, the Associated New American Colleges, the Association of American Colleges and Universities, the Center for Courage & Renewal, the Contemplative Mind in Society, the Council of Independent Colleges, the League for Innovation in the Community Colleges, the National Association of Student Personnel Administrators, and Naropa University.

Our primary partner and host institution for this conference was the California Institute of Integral Studies (CIIS). A special gratitude goes out to our warm colleagues at CIIS, to the president of CIIS, Joseph Subbiondo, for his vision and leadership, and to my Fetzer colleague Deborah Higgins for her devotion and excellence. Without their effort and care, this remarkable conference would never have happened. And deep gratitude to Megan Scribner, whose gift as a thinking partner and editor helped knit the compelling questions of the conference and the rich voices of the authors into the book you have before you.

I must confess that standing in the midst of such a remarkable community of educators for that one week in San Francisco triggered an awareness that a healthy conversation is alive and well among educators around the world. The fundamental questions at the center of this growing conversation and at the center of the conference can be offered as: Do current education efforts address the whole human being—mind, heart, and spirit—in ways that best contribute to our future on this fragile planet? What steps can we take to make our colleges and universities places that awaken the deepest potential in students, faculty, and staff? How can integrative learning be effectively woven into the culture, curriculum, and co-curriculum of our colleges and universities? These questions remain active guideposts for ongoing work in higher education.

The Fetzer Institute has had a long-term commitment to holistic education. Over the last fifteen years, the Institute has actively encouraged the development of a vital conversation between education and spirituality that is prompted by the recognition that education, especially higher education, serves as an incubator of intellectual and professional life that cannot rightly be sheared from the formation of the whole person and his or her interdependence with the wider world. Fetzer has both responded to and encouraged the art and practice of transformational education as integral to the central and best purposes of higher education.

Transformational education—understood as educating the whole person by integrating the inner life and the outer life, by actualizing individual and global awakening, and by participating in compassionate communities—has become a quiet but sturdy movement that encourages the recovery and development of the academy as a liberating and capacity-building environment. Much work, however, remains as higher education is in great flux; outcomes aligned with the aspirations of transformative education are by no means clear or guaranteed, thus the need for this book and the threshold it represents for this much-needed conversation to continue.

ENTER WITH YOUR OWN GIFT

Vocation is the place

where the heart’s deep gladness

meets the world’s deep hunger.

— ADAPTED FROM FREDERICK BUECHNER

What does it mean to balance educating the mind with educating the heart? In terms of action in the world, it suggests that a tool is only as good as the hand that guides it, and the guiding hand is only as wise and compassionate as the mind and heart that direct it. The heart of higher education has something to do with connecting all the meaningful parts of being human and the increasingly important challenge of how we live together in our time on earth.

Blair Ruble, director of the Comparative Urban Studies Project at the Woodrow Wilson Center for International Scholars, tells us:

We live in a world that is different from that inhabited by our ancestors in many profound ways. According to the United Nations, the global urban population in 2008 has reached 3.3 billion people, more than half of all humans living on the planet. This reality stands in contrast to 13 percent a century ago; and 3 percent a century before that.2

Implicit in this shift in the human landscape is the increasing importance of compassion and community, as the future will demand even more skill and grace in the art of living together. And so, the urban press of the future is one more reason that the heart of higher education needs to liberate individuals’ capacity for compassion and community and provide them with the skillful means to inhabit these capacities.

Certainly everyone doesn’t have the opportunity to experience higher education, but a significant and growing percentage of young people around the world make their way to college: at least twenty million annually in the United States, which contributes to the forty million globally each year. This means that higher education is the developmental home for enough young lives to fully populate the cities of New York, Shanghai, and Los Angeles combined, every year.

Consider then that for each generation there is a developmental window from approximately the ages of eighteen to thirty-five in which these capacities for compassion and community can be awakened. These ages happen to correspond to the span of undergraduate education, graduate education, and professional schools such as medicine or law. Within this context, the individual’s journey through higher education, if made meaningful, holds a crucial turning point which Harvard researcher Robert Kegan describes as the movement from the individual, personal mind to the social, relational mind. He suggests , in fact, that higher education’s chief responsibility is to foster this transformation from independence to interdependence.

The depth and clarity of this book helps us begin the search for how our gifts as educators can help foster this transformation and meet the world’s deep hunger that keeps calling for our own compassion and community. The fertile ground opened here helps us to realize a deep and timeless call inherent to all education—to enliven and affirm fully compassionate and skilled people who can take their place in the global human family.

The French writer Alexis de Tocqueville came to the United States during the 1830s to chronicle the character of a new nation. In Democracy in America, he defined and described the habits of the heart that vitalized the experiment called America. Today, we are learning that the habits of the heart are not just American but at the deepest level human. Therefore, it is the responsibility of humanity as a whole to incubate and cultivate this vitality of heart. As the Dalai Lama has said, There is a need to develop a secular ethics of the heart. This is a question with important implications for fostering the ideals of community, compassion, and cooperation in our homes, public institutions, and society.3

To develop a secular ethics of the heart, a reclamation of educational purpose is necessary. With this in mind, consider the interesting conundrum that the legendary researchers Sandy and Helen Astin of UCLA observed through six years of survey research regarding spirituality and higher education. After they surveyed over 1,200 undergraduates and over 800 faculty from over eighty different institutions, a startling insight surfaced. When asked, almost 80 percent of both undergraduates and faculty said that they considered themselves spiritual and that they were committed to a search for purpose and meaning. When asked how often they experienced such a search in the classroom, almost 60 percent of both undergraduates and faculty reported never. Since the overwhelming majority of faculty and students have the interpersonal and collective power to shape their classroom experiences, this alarming discrepancy raises the disturbing and yet hopeful question: Who’s stopping us? What imagined, habitual, or real barriers are preventing our educational communities from actualizing meaningful dialogues around spirit, purpose, and transformation?

Regardless of what role you may play in the world of education—as a teacher, an administrator, a student-life professional, a chaplain, or a student—we invite you into greater reflection, dialogue, and commitment to uncover and inhabit this vital and renewable heart of higher education.

Both of these authors invite us with honest and gentle rigor into deeper realms of what this heart of higher education might contain. Parker opens the door of integrative learning when he says:

We are being called into a more paradoxical wholeness of knowing by many voices. There is a new community of scholars in a variety of fields now who understand that genuine knowing comes out of a healthy dance between the objective and the subjective, between the analytic and the integrative, between the experimental and what I would call the receptive. So, I am not trying to split these paradoxes apart; I am trying to put them back together.

And Arthur challenges us to walk through that door when he says:

If I were to ask, What should be at the center of our teaching and our student’s learning, what would you respond? Of the many tasks that we as educators take up, what, in your view, is the most important task of all? What is our greatest hope for the young people we teach? In his letters to the young poet Franz Kappus, Rainer Maria Rilke answered unequivocally: To take love seriously and to bear and to learn it like a task, this is what [young] people need .… For one human being to love another, that is perhaps the most difficult of all our tasks, the ultimate, the last test and proof, the work for which all other work is but a preparation. For this reason young people, who are beginners in everything, cannot yet know love; they have to learn it. With their whole being, with all their forces, gathered close about their lonely, timid, upward-beating heart, they must learn to love.

Need I say it? The curricula offered by our institutions of higher education have largely neglected this central, if profoundly difficult task of learning to love, which is also the task of learning to live in true peace and harmony with others and with nature.

As a lifelong teacher, I find these questions and invitations life-sustaining. In a meaningful way, this book asks, again, Just what is the realm of the responsible teacher? However you are drawn to hold this question, the question alone presumes a devoted engagement which is necessary because true education is messy, never clear, and the lessons shift and the boundaries change.

Let me share a recent teachable moment. I was in Prague. There, in our last workshop, we invited people to tell the story of a small kindness that helped them know their true self. We asked people to be quiet and still for thirty seconds in order to let that act of kindness find them. Later, a researcher from Holland spoke tenderly of a moment five years earlier. She was reading alone in her home and night fell and the room grew very dark. She just kept reading and, suddenly and quietly, her husband appeared with a lamp to help her see. Her small moment touched me at the core. For isn’t this a metaphor for the promise of all education, how the smallest light will fill every corner of a dark room? Isn’t the lamp we carry from darkness to darkness our very heart?

In conclusion, I believe in this book, I believe in these authors, I believe in the promise that higher education holds. I believe in the lamp of the heart. This book, and all it comes from and all it points to, is such a lamp.

—Mark Nepo

Program Officer

Fetzer Institute

Gratitudes

We are grateful to all the people without whom this book would never have seen the light of day. We must begin by acknowledging that our collaboration has deepened the friendship that began years back, and that each of us has treasured the insights and teachings the other has brought to the book and to the subject of integrative education. We also thank our editor, colleague, and friend, Megan Scribner, who is thoughtful and thorough in her work and laughs a lot as she does it; our friends at the Fetzer Institute, especially Mark Nepo, who launched this project and helped set its trajectory; the 600-plus people who came to San Francisco in February of 2007 and generated the creative force field that emerged from the conference Uncovering the Heart of Higher Education; Joe Subbiondo, president of the California Institute of Integral Studies, who, along with his dedicated staff, helped make that conference a success; and David Brightman, our supportive editor at Jossey-Bass.

The question Who and what are you grateful for as this book goes to press? takes us down memory lane—which, at our stage of life, is more like hiking the Appalachian Trail end to end than taking an afternoon ramble. The best we can do here is to thank the many people in many places who enlivened and encouraged our vision of integrative education over the years as students, teachers, and writers, roles we are grateful to be playing to this day.

—Parker J. Palmer and Arthur Zajonc

The Authors

Parker J. Palmer is a highly respected writer, teacher, and activist who focuses on issues in education, community, leadership, spirituality, and social change. His work speaks deeply to people in many walks of life, including public schools, colleges and universities, religious institutions, corporations, foundations, and grassroots organizations.

Palmer served for fifteen years as senior associate of the American Association of Higher Education. He now serves as senior adviser to the Fetzer Institute. He founded the Center for Courage & Renewal (www.couragerenewal.org), which oversees the Courage to Teach program for K–12 educators across the country and parallel programs for people in other professions, including medicine, law, ministry, and philanthropy.

He has published a dozen poems, more than one hundred essays, and seven books, including several best-selling and award-winning titles: A Hidden Wholeness, Let Your Life Speak, The Courage to Teach, The Active Life, To Know as We Are Known, The Company of Strangers, and The Promise of Paradox.

Palmer’s work has been recognized with ten honorary doctorates, two Distinguished Achievement Awards from the National Educational Press Association, an Award of Excellence from the Associated Church Press, and major grants from the Danforth Foundation, the Lilly Endowment, and the Fetzer Institute.

In 1993, Palmer won the national award of the Council of Independent Colleges for Outstanding Contributions to Higher Education. In 1998, the Leadership Project, a national survey of ten thousand administrators and faculty, named Palmer one of the thirty most influential senior leaders in higher education and one of the ten key agenda setters of the 1990s: He has inspired a generation of teachers and reformers with evocative visions of community, knowing, and spiritual wholeness.

In 2001, Carleton College gave Palmer the Distinguished Alumni Achievement Award. The following year, the Accreditation Council for Graduate Medical Education created the Parker J. Palmer Courage to Teach Award, given annually to the directors of ten medical residency programs that exemplify patient-centered professionalism in medical education. A year later, the American College PersonnelAssociation named Palmer itsDiamond Honoree for outstanding contributions to the field of student affairs.

In 2005, Jossey-Bass published Living the Questions: Essays Inspired by