Abstract
How Shall We Then Care? A Christian Educator’s Guide to Caring for Self, Learners, Colleagues, and Community presents the importance of care in the classroom from a Christian worldview. The editors, Paul Shotsberger and Cathy Freytag, open the book by explaining how “a Christian ethic of care serves to illuminate our relationship with God while also helping to flesh out what care looks like in various contexts, no matter what that context might be” (p. xv).
In chapter 1, Sean Schat and Cathy Freytag provide an overview of care theory and its connection to the Christian faith. They argue that care “can play an important role in helping the church to embody love” (p. 3). The authors note that Jesus commanded his followers to love in Matthew 22, concluding the chapter with a reminder that “we show our love for God in the ways we show love to others” (p. 16). Schat then presents his dissertation research on student perceptions of care exhibited by their teachers in chapter 2. Care has a positive impact on student success, but teachers sometimes do not communicate care in the way students need. Schat recommends that teachers “care for the student as a person, as a learner, and as a member of the classroom culture or community” (p. 24). He encourages teachers to view communicating care as an essential component of teaching.
In chapter 3, Anna Berardi and Brenda Morton address the topic of trauma-informed practices in schools. They state that “the traumatic experiences of children and families call for a different model of educating children and interacting with parents and community” (p. 43). To meet the needs of students who have experienced trauma, they recommend the Trauma-Informed School Practices Tri-Phasic Model. This model includes three components, which the authors describe: connecting, coaching, and commencing. In chapter 4, Angel Krause and others share their research conducted while teaching a doctoral course designed with a game-based learning environment in which each student took on the role of a fictional marginalized student. The course helped students become more reflective, empathetic, and understanding of people whose experiences differ from their own. Students reported that “becoming another person, a marginalized person, even for a little while, can change everything” (p. 88).
Danielle Bryant discusses empathy as a Christian calling in chapter 5. She believes that “fulfilling the call of Jesus in these current times can be challenging, but ultimately essential” (p. 100) and that showing empathy is part of this calling. In order to become more empathetic educators, she recommends self-reflection and the ACTS model to communicate care for students. In chapter 6, David Anderson discusses care for students with disabilities. He argues that school culture needs to change so “all teachers accept responsibility for the learning of all children” (p. 114). Teacher-educators must focus on developing the hearts of preservice teachers in addition to ensuring they have pedagogical knowledge. Additionally, teachers must understand that communicating care involves teaching with equity for all learners.
Alicia Watkins furthers the discussion of showing care for students with disabilities in chapter 7. Watkins writes, “Jesus modeled an inclusive love and care for people, and as a Christ-follower, I am called to do the same” (p. 129). She believes teachers can show love and care for others by building intentional, caring relationships with students and colleagues as well as encouraging community-building among all learners. She states that care reflects Jesus’ love, particularly when teachers listen, show up, and advocate. Chapter 8 presents a study on teacher dispositions by Michelle Hughes. She argues that dispositions impact both teacher and student success. Hughes reports that “when dispositions are modeled, dispositions transfer to students” (p. 147), indicating the benefits for teachers and students. This chapter also offers her arguments for an increased focus on teacher dispositions in preservice programs and ongoing professional development.
Stephanie Talley advocates that self-care is critical for teachers in chapter 9. She suggests, “faith sustains your practices” (p. 160) and “faith is the medium that informs my acts of self-care” (p. 161). Talley argues that Christian teachers need their faith in order to communicate care to themselves and others. Chapter 10 concludes the book with an overview of care for new teachers by Elaine Tinholt. She argues that “we are called to offer to each other the presence of God in us, through our words and actions” (p. 181). Moreover, educators can be God’s hands and feet by showing intentional care for new teachers and supporting them in reflective practices. This care will increase teacher satisfaction, leading to higher retention rates.
How Shall We Then Care? emphasizes the point that “caring is eminently biblical” (p. 116) and is therefore an essential component of teaching. As a teacher-educator, I found this book thought-provoking. I feel empowered to communicate care more effectively to my students and prepare future teachers to communicate care in their classrooms. I highly recommend this book to all Christian educators.