ABSTRACT
A widely accepted facet of education now is the recognition of mutuality in the learning process: the teacher is someone who is themselves prepared to learn from pupils and from circumstances, acquiring experience, comprehension and skills as they go. School, though, is not just about learning for pupils or teachers but is also a key way in which we absorb cultural and social norms. Educators as cultivators are successful precisely because they own their experience and knowledge. Giles Barrow suggests that the 'cultivating' method of education intersects radical, humanistic and liberal models. One of the 'learnings' from the cultivator model is that of presence what Giles calls grounded-ness which includes containing the uncertainty in the process. Susannah Temple cites neurological evidence that emphasizes the importance of both safety and appreciation in enhancing learning, and goes on to define what learners need: teachers who are confident in their own identity and their ability to relate positively to others.
