N o t e s Introduction 1 . W i l l i a m J a m e s , Principles of Psychology (New York: Fawcett Publications, 1963), 208. Cited in David Bakan, Attention (Princeton: D. Van Nostrand, 1966), 16. Compos sui means “master of oneself.” 2. One academic text with 686 pages of scholarship has interesting pieces, but is not written in a manner to interest or inspire a classroom teacher or counselor. Kathryn R. Wentzel and Allan Wigfield, eds., Handbook of Motivation at School (New York: Routledge, 2009). Another large volume of 593 pages by national authorities on teaching is packed with ideas and sources but written to an academic audience. Linda Darling-Hammond, and John D. Bransford, eds., Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (San Francisco: Jossey-Bass, 2005). 3. See Russell Jacoby’s argument about the decline of public intellectuals in The Last Intellectuals: American Culture in the Age of Academe (New York: Basic Books, 1987). If educators were active as public intellectuals outside school or college walls, we might see more respect for the profession and less teacher bashing. 4. Richard M. Ryan and Edward L. Deci, “Promoting Self-determined School Engagement: Motivation, Learning, and Well-Being,” in Handbook of Motivation at School , ed. Kathryn R. Wentzel and Allan Wigfield (New York: Routledge, 2009), 171–195. 5 . P e t e r K e m p , Théorie de L’engagement — Pathetique de L’engagement [Theory of Engagement—Feeling of engagement] (Paris: Seuil, 1973). 6. Psychologists distinguish between states and traits in terms of how long the psycho- logical condition exists and how many facets of personality are implicated. Traits are assumed to be more constant forces in motivation than are temporary, psychological states . 7. I am grateful to Maxine Greene for this powerful example, which she uses in her writing and lectures. 8 . M a x i n e G r e e n e , Landscapes of Learning (New York: Teachers College Press, 1978). Greene developed this concept from the thinking of social philosopher Alfred Schutz, On Phenomenology and Social Relations , ed. Helmut Wagner (Chicago: University of Chicago Press, 1970); and Schutz with Thomas Luckmann, The Structures of the Lifeworld (Evanston, IL: Northwestern University Press, l973). 9. Arthur Chickering and Jackson Kytle, “The Collegiate Ideal in the Twenty-first Century,” in Reconceptualizing the Collegiate Ideal , ed. J. Douglas Toma and Adrianna Kezar, (San Francisco: Jossey-Bass, 1999), 109. 1 0 . M a r y C . B a t e s o n , Composing a Life (New York: Atlantic Monthly Press, 1989). 11. For more on my personal journey while writing the book as well as other topics by chapter, go online: http://www.jacksonkytle.com 168 Notes Part I To Want to Learn 1 . M a x i n e G r e e n e , Landscapes of Learning (New York: Teachers College Press, 1978), 46. (Emphasis added.) 2. The terms theory and perspective, used interchangeably, refer to a set of assumptions and a small number of loosely coordinated concepts that are useful in studying certain problems. 3 . E l i z a b e t h M i n n i c h , Transforming Knowledge (Philadelphia: Temple University Press, 1990). 1 Educator as Idealist 1. Elizabeth Reid and Lisa Miller, “An Exploration in Mindfulness: Classroom of Detectives” Teachers College Record 111 no. 12, 2009, 2775–2785. Online: http://www .tcrecord.org/library > ID Number: 15785, Date Accessed: May 25, 2011. 2. Of course, religious schools would argue that values are absolutely vital to their mis- sions. In that regard, many American independent colleges were started by religious orders. See George D. Kuh and Elizabeth J. Whitt, The Invisible Tapestry (Washington, DC: Association for the Study of Higher Education, 1988), 54–55. In the last 50 years or so, most have become secular institutions. 3. Two recent books suggest that spiritual values are receiving new emphasis in secular institutions. Sharon Daloz Parks, Big Questions, Worthy Dreams: Mentoring Young Adults in Their Search for Meaning, Purpose and Faith (San Francisco: Jossey-Bass, 2000) and Arthur W. Chickering, Jon C. Dalton, and Liesa Stamm, Encouraging Authenticity and Spirituality in Higher Education (San Franciso: Jossey-Bass, 2005). 4. Gould’s fascinating life and music have been studied. See a website in his name maintained by the National Library of Canada: Online: http://www.gould.nic-bnc.ca/>. Jonathan Cott, Conversations with Glenn Gould (Boston: Little, Brown & Company, 1984). 5. According to Helmut Wagner, life-world is Edmund Husserl’s concept, which Alfred Schutz treated as the whole array of experiences in daily life in which people subjectively understand the world and act in it. It is a person’s fundamental reality. Alfred Schutz, On Phenomenology and Social Relations, ed. Helmut Wagner (Chicago: University of Chicago Press, 1970), 14. 6 . J o h n D e w e y , Democracy and Education (New York: Macmillan, 1961). 7 . B e n j a m i n B a r b e r , A Passion for Democracy (Princeton: Princeton University Press, 1998), 185. 8 . P a u l L . W a c h t e l , The Poverty of Affluence (New York: Free Press, 1983). 9 . J u r g e n H a b e r m a s , Legitimation Crisis (Boston: Beacon Press, 1973), 75. 10. To cite a few, Fritz Heider, The Psychology of Interpersonal Relations (New York: Wiley and Sons, 1958); John Bowlby, Attachment and Loss (New York: Basic Books, 1969); Peter Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Doubleday/Currency, 1990). 11. While mental models are usually conceived as being cognitive representations, that is not quite right because the brain-mind-body’s patterns also connect emotional and motor systems. 1 2 . S e n g e , The Fifth Discipline . Bowlby, in Attachment and Loss , prefers to say “working models,” presumably to note the provisional nature of such representations. Notes 169 1 3 . S i m i l a r l y , p e o p l e d e v e l o p naive theories of personality to explain interpersonal relations, naive theories of society to explain intergroup relations, and so on. Inchoate mental models combine to form a common-sense psychology, Fritz Heider argued, that people use to understand their subjective environment, to move about the life-world, and to manage interpersonal relations. That psychology’s assumptions and naive theories, how- ever, are not normally in our awareness. Becoming educated means exploring, perhaps changing, these unconscious patterns. 14. Scott G. Paris, and Richard S. Newman, “Developmental Aspects of Self-regulated Learning,” Educational Psychologist 25, no. 1 (1990): 87–102. 15. Alexander Astin argues that many educators are not well prepared for teaching and they treat teaching as a black box. Achieving Educational Excellence (San Francisco: Jossey Bass, 1985), 135. 16. Frank Smith, To Think (New York: Teachers College Press, 1990). 17. Melvin Miller asserts a theory of the evolution of worldviews in “World Views, Ego Development, and Epistemological Changes from the Conventional to the Postformal: A Longitudinal Perspective,” in Transcendence and Mature Thought in Adulthood , ed. Melvin E. Miller and Susanne R. Cook-Greuter (Lanham, MD: Rowman & Littlefield, 1994). 18. Theodore J. Marchese, “The New Conversations about Learning: Insights from Neuroscience and Anthropology, Cognitive Science and Work-Place Studies,” Assessing Impact: Evidence and Action (Washington, DC: American Association for Higher Education, 1997). 19. Wendy Kohli observes that existential becoming is a central category in Greene’s thinking in her essay “Philosopher of/for Freedom,” in A Light in Dark Times: Maxine Greene and the Unfinished Conversation , ed. William Ayers and Janet L. Miller (New York: Teachers College Press, 1998). 20. Maxine Greene, “Revisioning John Dewey,” lecture at the University of Vermont, October 20, 1997. 21. Maxine Greene, Releasing the Imagination (San Francisco: Jossey-Bass, 1995). 22. Ivan Illich, Deschooling Society (New York: Harper & Row, 1971). 2 3 . S e y m o u r S a r a s o n , Revisiting “The Culture of the School and the Problem of Change” (New York: Teachers College Press, 1996), 386. 2 4 . D o n a l d S c h ö n , The Reflective Practitioner (New York: Basic Books, 1983). 25. Richard Hofstatder, Anti-Intellectualism in American Life (New York: Knopf, 1963). 26. For a discussion of theory building in education, go online: http://www.jacksonkytle .com. 2 7 . F r i e d r i c h N i e t z s c h e , On the Genealogy of Morals and Ecce Homo , trans. Walter Kaufman and R. J. Hollindale, ed. Walter Kaufman (New York: Vintage, 1967), 555. 28. Richard Rorty, “Method, Social Science, and Social Hope,” in The Postmodern Turn , ed. Stephen Seidman (New York: Cambridge University Press, 1994). 2 9 . S a r a s o n , Revisiting “The Culture of the School and the Problem of Change . ” 3 0 . G r e e n e , Landscapes of Learning . 31. Maurice Natanson, ed., The Problem of Social Reality, Collected Papers 1 (The Hague: Martinus Nijhoff, 1967), 213. 32. Parker Palmer, The Courage to Teach (San Francisco: Jossey-Bass, 1998), 7. 3 3 . P a l m e r , The Courage to Teach , 37. I admire Palmer’s humanistic, spiritual perspective on education but worry about the extent to which the enlightened teacher’s persona becomes yet another impediment to learning, if that soft authority dominates the group. Students can learn a great deal from autocrats and imperfect authorities who invest themselves fully in teaching.