Aphra Sutherland

Science 511
April 8, 2020
Word count: 551
Teaching with Heart and Soul Reading Summary

The article, Teaching with Heart and Soul, begins with a short abstract that summarizes
the main questions investigated in the essay, which essentially consider the potential benefits of
acknowledging “spirituality” in education, and specifically, higher education. In this case,
spirituality does not refer to any kind of religious education, necessarily, but rather documents
the urge to be connected to some larger system. The anecdotal story that Porter begins with
grounds the concept specifically in educational systems and teachers that are able to help
students realize specific goals and work around individual limitations. Porter then goes on to
criticize hegemonic educational systems that promote systems that make it difficult for teachers
to engage in this kind of teaching – instead he promotes that spirituality provides a framework
with which to transcend traditional limitations in the role of a teacher. This brings Porter to his
central phrase, “heart and soul,” which he first places in a context of different times and cultures,
in order to help define it as an internal power that exists independently from external factors. He
discusses practical means to employ teachings of soul in classrooms, in a way that does not
disrupt people’s personal beliefs. He traces a seasonal metaphor, applying characteristics of each
season to aspects of self-growth. Starting in the fall with desire for growth, in winter, one
identifies dormant parts of themselves, while spring allows us to consider the paradoxes implicit
in our lives, and summer allows us to find our place in the wider world. This metaphor, and other
reflection and discussion-based strategies make up what Porter uses in his teaching soul
workshops, which try to connect educators of many types with themselves and their purpose. He
concludes by emphasizing the need for trust between people engaged in educational systems
above all else.
I enjoyed this paper since I felt that it was a little bit more specific than some of the other
papers discussing the internal environment of learners. I liked that Porter managed to combine
two elements in his discussion – broad, overarching, pedagogical theory that connected the role
of the teacher (and the student) to much wider societal aspects but also provided tangible
examples and clear implementation instructions. I think it can be difficult to move beyond the
theoretical with some of this material. It makes implicit sense (in fact, Porter discusses this at the
end of this paper, calling one study “well duh science”) but the feeling of rightness in reading
that kind of theory does not always translate easily into practice, something Porter also
acknowledges. I think that this is an important text for anyone involved in teaching since it tells
us what kinds of questions to ask of ourselves and others in order to explore our wider purpose
and also find a shared purpose that instills the type of trust that Porter refers to. For example, the
practice of using what he calls “third things,” which seems to be some kind of artistic or creative
endeavor, seems like a good way to physically connect with reflection. For instance, asking
students to share a personal story (if they’re comfortable) about why they’re interested in a
particular course or topic might be a good way to connect the material to their larger spiritual
purpose, if done in a supportive, appropriate, and conducive environment.