This book offers teachers and teacher-educators an inspiring alternative to narrowly conceived prescriptions for instruction. Through this collection of contemplative essays, the author explores the meaning of school classrooms as sacred spaces for nurturing student growth and learning. Narrative vignettes are used to illuminate pedagogical relationships grounded in faith and compassion rather than accountability and compliance. Woven throughout are themes of social justice and respect for the individual learner. The book is a excellent resource for catalyzing discussion in teacher-preparation courses and in-serivice programs. In additon to the subject of spirituality and pedagogy, the book offers an example of teacher reflection. As such, it contributes to discourses about teachers as researchers, scholar-practitioners, and pedagogically-centered inquiry.
