ABSTRACT
[abstract: This chapter outlines a pedagogy that brings self-development to the forefront of teacher education. The ideas proposed here represent a radically untraditional orientation to the learner, classroom, and curriculum than is evident in most accredited teaching programs in the United States. The premise behind this approach is that teaching and learning reflect the inner condition of both teacher and student. With its focus on honoring wholeness in teacher education, the pedagogy described here provides an example of what it can be like for future teachers to develop and learn within an emotionally open and loving classroom, in a context that invites forth the best qualities in one’s self and each other. ]
