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Five teacher-scholars examine in a series of papers written over several years what it means to teach, to work together, to seek new forms of curriculum, and to engage in interpretive inquiry. Some of the metaphors that surfaced in their conversations and writing are Education as Journey, Language as Meaning, and Teacher as Pilgrim. Themes that grew out of their dialogue about these metaphors and their implications for curriculum and teaching include The Meaning of Questioning, Alienation, Detour, Caring, and Dwelling.
"The effect of this book is to communicate extremely well what it was like for each writer to move through the experience of understanding their own professional insights — their curriculum for being. This has never been done before (to my knowledge) in a group context and with the intent of exhibiting the formal method of research by which this was done. It is at once personal, fascinating, profound, dramatic, and instructive." — Edmund C. Short, The Pennsylvania State University
"The book fascinates in that it really does invite the reader to extend the metaphors and to elaborate her own associations on 'turnings' and 'makings.' We really see reflective teaching and scholarship at work here." — Jo Anne Pagano, Colgate University
Foreword
Catharine R. Stimpson
Preface
Ted Aoki
Acknowledgments
With One Voice: An Introduction
Francine's Voice
Finding Our Own Voices: Reflections of a Participant
My Journey from Knowing to Being in Phenomenology: Caught in the Language and Pursuit of Method
Destining of Being through Technological Knowing: The Saving Power of Turning and Questioning
Ted in Conversation with Francine
Mary's Voice
What Are We Interpreting? The "Data" Problem
Living Off the Inheritance
Knowing and Saying: Metaphors and Fragments
Ted in Conversation with Mary
Jessie's Voice
Perceiving Self in Text
Teaching As Journeying in Community
Contemplating Detour
Ted in Conversation with Jessie
Diane's Voice
To Be in a World of Wicked Problems
Facing the Stranger
A Post-Symposium Conversation by Letter between Diane and Ted
Louise's Voice
Decision as Theme: Implications for Curriculum
Experiencing Teaching
The Table as a Gathering Place
Ted in Conversation with Louise
All Together Now: Revisiting Themes of Our Journey
The Return of the Question: A Point of Re-entrance
Francine
Alienation
Mary
Revisiting Teaching as Journey and Detour
Jessie
Caring as Being
Diane
Dwelling: A Return
Louise
Postscript