Teaching to Transgress: Education as the Practice of Fr…

requires teachers to risk our own vulnerabilities and somatic uncertainties, to ask ourselves to consider teaching as a form of “spiritual activism.”

Teaching case-in-point also requires a kind of “moving into the void” as Buddhists might describe it. Freudians would call it tapping into wellsprings of the unconscious. Jungians would call it tapping into a collective unconscious. You are working on an edge, and in that space you feel confused. That’s a symptom of being in the void. Often, I don’

Strong communities teach members how to succeed in ways they cannot achieve on their own. The education comes from a body of knowledge and wisdom that members cannot access or manage on their own. So, in a strong community, members must know how to access the knowledge held by others. This can be informal (by hanging out with other members) or form

mastery education is contrasted with “depth education.” This is defined as a mode of engagement designed to prompt us to dig deeper and to relate wider, disinvest in harmful desires,3 activate accountability and responsibility before will4 (not as an intellectual choice or a transactional calculation), and become open to being taught by the world i