The performance of a new story or role can transform a person’s life, but only if the story is performed for the correct audience… a person arrives at a sense of authenticity in life through the performance of his or her stories to an appreciative audience, with a sense of that the play fits what is expected.
Coyote Stories, Lewis Meal-Madrona
I have recently finished the first phase of a new project in my community on Salt Spring called Home Words-Writing in Community in which I trained a group of multigenerational writer/facilitators in Writing Alone Together, a practice that cultivates compassionate community through writing and sharing our creative expression aloud.
This winter, through the Home Words project, a diverse array of Salt Springers facilitated safe, supportive writing groups with community members of diverse ages and backgrounds. Together, they explored their experiences of home through writing and personal story telling. Some of these newly trained facilitators are continuing to deliver workshops to groups locally and elsewhere.
The teacher’s most important work is to create conditions whereby students are able to enter into a world of inquiry that is new and interesting. At the same time, the good teacher understands that if this world of inquiry is to remain interesting to the teacher, its boundaries must be continually expanded to include what is not familiar to the teacher. Good teaching, then, depends upon the teacher’s ability to create conditions whereby she and her students can enter into a shared world of inquiry that while primarily organized by her, is also able to accommodate what students know and, importantly, what is generated through their shared interest. If teachers love what they are teaching and invite students into an inquiry of that subject matter, both the teacher and the students will experience love.
Brent Davis, Rebecca Luce-Kapler & Dennis Sumara