by Eric J. Weiner
Love takes off the masks that we fear we cannot live without and know we cannot live within. I use the word “love” here not merely in the personal sense but as a state of being, or a state of grace – not in the infantile American sense of being made happy but in the tough and universal sense of quest and daring and growth.—James Baldwin
Real social transformation, real change has to come out of a love of life and a love of the world…—Adrienne Rich
Finally, outrage. Intense, violent, peaceful, burning, painful, heart-wrenching, passionate, empowering, joyful, loving outrage. Finally. We have, for decades, lived with the violence of erasure, silencing, the carceral state, economic pain, hunger, poverty, marginalization, humiliation, colonization, juridical racism, and sexual objectification. Our outrage is collective, multi-ethnic, cross-gendered and includes people from across the economic spectrum. One match does not start a firestorm unless what it touches is primed to burn. But unlike other moments of outrage that have briefly erupted over the years in the face of death and injustice, there seems to be something different this time; our outrage burns with a kind of love not seen or felt since Selma and Stonewall. Every scream against white supremacy, each interlocked arm that refuses to yield, every step we take along roads paved in blood and sweat, each drop of milk poured over eyes burning from pepper spray, every fist raised in solidarity, each time we are afraid but keep fighting is a sign that radical love has returned with a vengeance.
In this time of civil unrest and democratic insurgency, the kind of k-12 and university education we are providing to the nation’s children and young adults is of paramount importance. A democratic education, following Dewey, is the keystone to a functioning democratic society. Public schools are responsible for providing our children and young adults this kind of education. Within schools, teachers-in-relation to their students are the engines of learning and intellectual/emotional development. A teacher who teaches in the service of democracy in the United States, regardless of grade-level and content area knowledge, has three primary objectives: 1) To teach their students how to think critically; 2) To help their students develop habits of mind/body that are consistent with the demands of democratic life; and 3) To protect and nurture their students’ natural curiosity and creativity. In order for them to be able to meet these objectives within our current historical context, we must reassert the importance of what bell hooks calls an “ethic of love” and Paulo Freire called a “pedagogy of love” into the praxis of teaching/learning. Read more »