The work of a teacher, his/her own human shortcomings, the current state of our society, and the present culture of the school environment also provide powerful distractions to me in truly realizing the potential of my vocation as a teacher - barriers that seem to prevent me from truly living the vision of education that I profess.
I am often asked: Why teach when you could do something more profitable Isn't teaching beneath your skill and intelligence I need to answer this question and focus more directly on articulating and implementing my vision in order to be in harmony with myself and my vocation. For, if the vision is superficial or hazy, the effectiveness of the teaching as well as the vocation as teacher is in serious jeopardy.
Vision can be better understood, more focused, and more concrete if one concentrates on the component parts and their interaction. If we imagine the vision graphically the outer border of the "construct" indicates the parameters of the vision since every vision has some limit of expansion. Setting the boundaries is important because the clearer the boundaries, the clearer the vision. If they are obscure, the vision will be vague and diffuse. The model can encompass three primary internal components of vision: energy, ideals, and values. Each of these internal components is pointed toward the center, the form of the vision. At this point we encounter the intrusion of "current reality," the other primary, but external, element of the "vision". Thus, "current reality" confronts or collides with the three other primary components. This produces either internal "conflict" or 'choices", i.e. the external expression of the resolution of the confrontation in some decisive way. When the teacher operates out of choices, he/she moves toward "current reality" with "vision". If the teacher fails to make a decisive choice, the inner conflict that one experiences usually results in delusion. The various essential components of the educator's vision and my as well are explained below.
Energy is the first component. It is the most basic part of the human personality and may be described as an inner drive, impulse, desire, or personal ambition. Energy denotes psychological force or power, and it is considered to be the most primitive of the human personality functions.
Ideals connect the individual to a "higher order." These include the part of the human personality that dictates rules and regulations and establishes ethical and moral thinking. In psychoanalytic theory, this would be referred to as the "super ego" with its two component parts: "conscience" (that which presents taboos and punishes) and "ego ideal" (that which offers sanctions and rewards). For Parker Palmer for example, an ideal for the teacher should include "creating a space in which obedience to truth is practiced" (1998, p.12). Ideals can sometimes conflict with energy desires, particularly in the area of moral decision-making.
Values present the next component. They define what I most cherish about life and what I most treasure in my vocation as a teacher. Values can be inherited from parents, religious sources, culture, or personal growth. Values frequently include portions of ideas listed under energy and ideals yet values tend to be an entity in themselves. Values can include both tangible and intangible objects which symbolize personal fulfillment and gratification for the