Here is a book about more
teachers like my Celebrated One in this short reflection I wrote in 2019.
The Heart of the Teacher, an article by Parker Palmer (1997), is an insightful and soulful piece of writing for teachers. Its profundity lies not only in the carefully constructed expressions but in the deep resonance it holds for teachers, perhaps even for humanity as a whole. Teaching is a profession that demands extraordinariness from ordinary human beings. A teacher’s inner self—often overlooked in the field of education—holds, if understood and harnessed well, the miraculous potential to transform the soul of education.
However, much to the disappointment of our society, education is often viewed merely through the lenses of pedagogy, curriculum, and the challenges faced by the education system. Palmer argues that the core of the problem lies in the lack of teacher self-actualization. And he is right. Students crave the human touch of a teacher. They want to see their teacher in an authentic, human form, not as a mechanical figure who delivers flawless lessons but never shares their personal self. It is the connection and the relationship between teacher and student that creates an environment where the true essence of education can flourish.
Today, education has taken on a reductionist form, becoming overly technical. As a result, what we might call real education—the kind that nurtures the student into a fulfilled human being—has lost its shape. At such a time, I find that what I stand for as a teacher is deeply rooted in my experiences with a teacher who embodied the true character of the profession.
Mr. Santosh Chaudary was my class teacher for four consecutive years, from class three to class six. It was during the 1990s, when the education system was more traditional and teachers were deeply committed to their roles—unlike today, when some view teaching as just another job. For my teachers, teaching was not just a profession, but a responsibility they shouldered without complaint, despite low salaries and challenging conditions. Even among those fine educators, Mr. Chaudary occupies the highest seat in the pavilion of my inspired soul.
He was a teacher through and through—living his life as a teacher, not merely as a person with a job. He devoted his time to rural children like me, facilitating extra academic sessions far beyond his official duties. He understood the disadvantage we faced compared to our urban counterparts. He would supervise our morning reading sessions as early as 6 a.m. and was always ready to engage in meaningful conversation. He took a keen interest in our lives—often listening to our worries, wiping away tears, and dressing wounds. He was not just a teacher of subjects; he was the subject we learned from. Even today, whenever I feel stuck or question the purpose of my work, he comes to mind. Just remembering him invigorates me, reminding me to rise to the occasion and follow the traces he left in my character and being.
Reading Palmer’s article and reflecting on what it takes to be a true teacher brings me satisfaction in two ways. First, I am content in life, for I had the privilege of growing up under the guidance and mentorship of a great soul who soared beyond the ordinary. Second, I am satisfied that I now follow in my teacher’s footsteps and have poured my ‘inner soul’ into my profession. I see many of the qualities Palmer describes in a soulful teacher in myself today, because my teacher showed me those. And I am doing so despite being part of an education system that has yet to fully recognize the value of a teacher’s inner soul in the noble task of nation-building—what we otherwise call education.
Esteemed Guests, We cordially invite your thoughtful and constructive engagement. Note: All comments are reviewed before publication.
0 Comments