Teaching is a vocation that, at its best, is borne by love: love of the subject, love of the students and love of learning itself. This truth may seem self-evident, but it is often pushed into the background in the everyday life of the teaching profession.
Teachers caught between their own struggles and those of their students can lose sight of this love. They can be further distracted by the whirlwind of modern educational techniques, data-driven pedagogy and cutting-edge tools that, while valuable, can sometimes become a hollow endeavour without the essential anchor of love.
One could ask: “If you don’t love your subject and you don’t love the children, why did you become a teacher in the first place?” It is this love that enables teachers to endure moments of fatigue and frustration and that gives meaning to every lesson. In addition to love for the students, it also takes self-love and indeed an appreciation for the beautiful, the good, the true as well as a passion for learning. This is what empowers teachers in their profession. Passing on this ethos of love to children is perhaps the greatest gift an educator can give.
John P. Miller, in his book “Love and Compassion: Exploring Their Role in Education”, offers a profound exploration of these very ideas. Miller argues that love is not merely a soft or peripheral aspect of education but a critical, multidimensional force that deeply shapes teaching and learning. He writes, “Teachers often speak about their love for their subject, their students, and their vocation. As multidimensional as love is, it can be a taboo subject relative to teachers and students” (Miller, 2018). Here, Miller emphasises the complexity and often under-discussed nature of love in the educational realm.
Miller breaks down the concept of love in education into several dimensions, including self-love, love of others, love of beauty, and love of learning. He explains that these forms of love are essential for creating a compassionate, inclusive, and engaging classroom environment. Such an environment not only nurtures students academically but also fosters emotional and social growth. Miller reflects on his own experiences, stating, “In addition to the different dimensions of love, I discuss nonviolent action and compassion and how they are crucial to the practice of teaching, and reflect on my own and my students’ experiences with creating a loving environment in the classroom” (Miller, 2018).
One of the notable themes in Miller’s work is the role of compassion in teaching. He highlights that true compassion extends beyond empathy; it requires teachers to take especially gentle initiatives that support and uplift their students. This approach challenges educators to be mindful of the relational dynamics within their classrooms and to act with intention and care.Miller also discusses how love for beauty and truth play out in education. He argues that nurturing an appreciation for the aesthetic and ethical dimensions of learning helps students see beyond rote memorisation and standard assessments. In this regard, Miller’s holistic educational philosophy resonates with the ancient ideal of education as a pathway to cultivating the whole person, the path of aretè.
As educators navigate the complexities of modern teaching, they must remember to ground their practice in love. Gadgets, data, and innovative teaching theories all have their place, but without a heart for teaching and genuine care for students, they can become superficial distractions. Love for one’s students, subject, and the broader purpose of education must remain the core that informs and guides every effort.
Miller’s work offers a timely reminder that love and compassion are not just nice-to-have qualities in education—they are essential. By focusing on creating a compassionate and loving learning environment, educators can reignite their passion for teaching and inspire their students to reach their fullest potential.
References:
Miller, J. P. (2018). Love and Compassion: Exploring Their Role in Education.
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