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Lions Roar : July 2006
SHAMBHALA SUN JULY 2006 98 Main House at Zen Mountain Monastery in New York’s Catskill Mountains “Home of the Eight Gates Training Matrix.” Abbot: John Daido Loori, Roshi Fire Lotus City Temple – Zen Center of New York City “Because the fire burns, the lotus blooms.” The still center of urban life Dharma Communications “Support for your spiritual practice at home.” Buddhist information, communication and education Society of Mountains and Rivers “ World-wide spiritual community.” Network of affiliate groups from New Jersey to New Zealand National Buddhist Prison Sangha “Finding the freedom within.” Director: Geoffrey Shugen Arnold, Sensei Zen Environmental Studies Institute “On behalf of wilderness.” Retreat sites in the Catskills and Adirondack Mountains For information, contact us at Zen Mountain Monastery P.O. Box 197SS • Mt Tremper, NY 12457 • (845) 688-2228 • firstname.lastname@example.org See our award-winning web site at www.mro.org for a comprehensive overview of the MRO Mountains and Rivers Order of Zen Buddhism array of associations (reading a book a day for years on end) and ranged into so many areas, that she had become a unique thinker who nevertheless provided many external sources for her thought. In her first book on pedagogy, she paid hom- age to the Brazilian educator Paulo Fri- ere and to Thich Nhat Hanh. Friere had taught her, from her earliest days in col- lege, she wrote, to challenge the “banking system” of education, whereby a student was meant to store and spend what a pro- fessor deposited. From Thich Nhat Hanh she learned to think of the teacher as a healer, one who emphasizes wholeness, and teaching people as a unity of mind, body, and spirit. Building on what she learned from these teachers, hooks encouraged teachers and students to “transgress” the boundar- ies that locked them into their roles as imparters and receivers of knowledge. The goal of education was not to be filled with knowledge, but rather to find “well- being.” Furthermore, to take part in the “engaged pedagogy” hooks advocated, teachers would have a responsibility not merely to be well-versed in their fields, but to have a commitment to their own well-being and self-actualization, break- ing down—transgressing—the barriers between public and private, personal and institutional, educational and practical, even between mind and body. Other- wise, hooks posited, our schools would continue to be places where succeeding generations were schooled in the ways of dominator culture. Just as she had done with feminist the- ory, hooks allowed the ideas in Teaching to Transgress to percolate before putting out her second book on education. By the time Teaching Community: A Pedagogy of Hope came out in 2003, hooks had moved from Oberlin to become Distinguished Professor of English at the City College of New York, at 138th Street and Convent Avenue, in the heart of Harlem. As hooks recounts in Teaching Community, when she started at City in 1995 she went from teaching elite students in private schools to teaching “predominantly non-white students from poor and working-class