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Working with a Passionate Creed
© Norsworthy, B. E. (2009). Tauranga: ConsultEd Page 1
IntroductionThis article explores the relationship
between the way God has graced each
human being so that they contribute and
participate in His kingdom, and the
importance of understanding that sense
of purpose and calling in being an
effective and inspirational teacher.
Inspirational teachers know who they are, are vital and full of
passion. “They love to teach as a painter loves to paint, as a
writer loves to write, as a singer loves to sing. They have a
serious purpose and yet enjoy enormously what they do”
(Cronin, 1993, p. 2; italics added). This ‘serious purpose’ can
be described as a ‘calling’ or vocation. Within teacher
education literature it might be described within a Philosophy
of Education, or a Passionate Creed (LaBoskey, 1994). As
Intrator and Kunzman (2006, p. 16) wrote:
“Teachers who make a difference employ various
methods, and their success cannot be linked
merely to facility with a technique or a method.
Instead, the authors contend that a teacher’s
capacity to teach well is linked to a set of
ineffable, hard-to-codify qualities that often
become characterized as heart, passion, or
connectedness. These intricate qualities emerge
from the inner or core landscape of a teacher’s
life and represent the integral feature of inspired
and memorable teaching.”
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Teachers are described as professionals. For a time, the
notion of ‘professional’ was linked to having a sense of
autonomy from outside influences due to the particular
knowledge and skill base owned by its members. However,
being professional requires a personal commitment to the
telos or purpose of the professional activity (Hall, 2001) and
involves intentionality. The word profession is a derivative of
‘profess’ from the Middle English, professen meaning ‘to take
vows’ and before that from Latin, professus, ‘to affirm
openly’. Thus the essence of profession could be described
as a committed choice to proclaim, or declare, in such a
manner as to lead to certain responses, behaviours or
choices. Inherent within ‘profess’ion is a sense of ownership,
of commitment. The professional may make decisions
informed by the best research available (Snook, 2000) not
because they are prescribed or the current bandwagon idea,but because they fit with the moral and ethical purposes
which motivate one’s very being and living (see Norsworthy,
2003). Vicki LaBoskey1 (1994, 1997) calls the basis for this
intentionality a ‘Passionate Creed’.
The work of Vicki LaBoskey
Vicki LaBoskey is passionate abouteffective teachers and their
commitment to social justice, care and
pedagogy. She studied student
teachers to see if there were particular
1 A passionate teacher educator at Mills College, California.
Figure 1: Vicki LaBoskey
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characteristics that distinguished the more effective from the
less effective – particularly with reference to being reflective
about their work. Her study discriminated between student
teachers on the basis of the consistency with which they
reflected. LaBoskey refers to those who do not reflect
consistently as Commonsense Thinkers (1994, p. 27). These
are student teachers who, in her initial research, she
identified as either unable to engage in reflective activities, or
while able to engage they had beliefs, values, attitudes or
emotions that prevented or distorted the reflective process in
most situations. Such students tended to focus on questions
such as: What works? or How do I ….? In contrast, those who
do reflect consistently, described as Alert Novices,
demonstrated two characteristic tendencies. The first is that
they tended to “be guided by a strong belief ”; what LaBoskey
referred to as a ‘Passionate Creed’ – meaning they have apurpose, a rationale for, and a mission to accomplish in and
through their teaching. The second characteristic of Alert
Novices was their tendency to ask the question, “Why?”
According to LaBoskey (1994), these Alert Novices had the
cognitive ability and conducive beliefs, values, attitudes and
emotions, the capacity and the willingness to reflect (Haigh,
2000; Hill, 2000).
What is a Passionate Creed?
A passionate creed is the passionate motivation which you
recognise God has placed in your life. LaBoskey defines it as
follows; “ . . . a belief held with intensity that permeates the
teacher’s thoughts about his or her teaching.” (p. 97). From
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my observation, while a Passionate Creed provides a certain
mission to accomplish in one’s teaching it is not necessarily
restricted to teaching. It is a “strong belief” or overarching
moral purpose which motivates you. For example, the ideas
in my Passionate Creed for teaching are also present when I
think about being a parent, researcher or writer.
Often you can discover what is important to you when you
think about what a ‘best teacher’ looks or sounds like. For
example, in Vicki LaBoskey’s book, Development of reflective practice: A study of preservice teachers, she reports about
some students and their passionate creeds.
Heather was committed to developing students who
were strong and able thinkers, to know their ideas and how
to express them – and therefore her teaching aimed at
teaching students how to think, not what to think. She saw
herself as a guide, a moderator and facilitator. An observer
watching Heather’s teaching noted the following in his
evaluation of her teaching: “ Underlying thread to her
teaching: students must learn to be active learners, must
learn that they are responsible for making meaning and
making decision s about rightness and wrongness of
interpretations” (pp. 91-92).
Laura was committed to multicultural education and
her passionate creed focused on reducing the oppression of
minority students and Third World peoples. Consequently
her teaching was strongly focused on literacy and “ facilitating
the acquisition of skills needed to make decisions and act
responsibly within society; fostering a student’s sense of self -
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worth and dignity and the same in others” (p. 92). Laura
wanted to teach because teaching “is one of the few socially
responsible occupations that I know of where you can also
have a steady, liveable income. . . it is active and appeals to a
belief that people can learn and change” (p. 92). As you
would expect Laura was most concerned that her teaching
was meeting the different needs of students, but particularly
the minority students.
Denys was committed to promoting spontaneity andcreativity in the classroom. As you can imagine, his classroom
was less structured and he presented himself to students as a
co-learner. An observer wrote about Denys’s teaching, “ . . .
he likes to play with knowledge in the classroom, making the
atmosphere one of discovery, a ‘one never knows what may
happen’ kind of feeling” and “Denys’s greatest strength as a
teacher is his creativity, his ability to see things in unique
ways. . .He uses varied techniques in teaching, and shows
personal attention and sensitivity to his students “ (p. 94).
Don was committed to making classroom material
relevant to students’ lives and help in the development of
their self-esteem (p. 95). He thought it was very important to
be consistent. His classroom had structure – but it wasunderstood in terms of “good teaching makes material
extremely relevant and interesting to kids and important to
their daily lives and makes a real effort to tie things in, to
make sense of them in order to have some value” (p. 95). It
was very important to Don that he understand his students’
needs – educational and social.
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Kim was committed to helping students be creative
problem solvers who care for one another and for their
environment. Her Passionate Creed focused on helping
“ produce a more thoughtful generation of individuals who will
creatively solve problems and care for
Mother Earth.” (p. 95).
Angela, a passionate student teacher I
have had the pleasure to know and who
is now in her second year of teachingwrote about her Passionate Creed while
a student teacher:
It shows my ability to articulate and
justify my reasons for teaching and
learning and captures it within a
simple statement; “To use my God -given gifts to
inspire and equip children to unlock and fulfil
their potential”. This statement is at the heart ofmy teaching philosophy and shapes the rest of
my beliefs as a teacher (as outlined in my
passionate creed). By having this document
written down, I am essentially accountable to the
things that I believe and strive to live up to these
standards and values in my classroom teaching
and other aspects of teaching and learning.
(Angela Captein, 2007, eportfolio)
In shaping this statement, Angela drew on the meaning of her
name, scriptures, favourite sayings. She was able to take
these commitments and explain how they looked like in the
classroom and what they meant for the process of teaching,
learning, behaviour guidance, planning and assessment. She
also did not see it as a finished work but wrote:
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For those who are teachers, this notion of a Passionate Creed
is closely tied to the image of a good teacher. This mental
picture of a ‘good’ teacher inspires them to achieve a certain
way of teaching – including the way the classroom
environment was structured or designed. LaBoskey quotes
Elbaz’s (1983, p. 134) writing: “On this level, the teacher’s
feelings, values needs and beliefs combine as she forms
images of how teaching should be, and marshals experience,
theoretical knowledge, school folklore, to give substance tothese images.” However, these ideas are not just for
teachers. We see them operating in the life of:
Jesus - who wanted to do always act in a way that pleased
his father and to point people to Him (see John 10:37,
38; 12:45; 13:7; 14:7-10).
Paul the apostle – always presents himself as a servant ofChrist. This image of a servant shaped the way he
lived and worked – always seeking to please His
master and saviour, Jesus Christ.
Future Implications to Note: This document is a work in
progress and I am always willing to have my views and beliefs
challenged. I see this document like a piece of artwork that isalways being shaped with pieces being taken away and added
to. It may never be completely finished but the heart of it is
there to guide my teaching practice and I think the results can
be beautiful…like a painting!
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Mother Teresa – Mary Poplin2, wrote about
Mother Teresa:
"The humility and clarity with which
Mother Teresa understood her task in life
was one of the most incredible things
about her. . . Nothing could sway her
from what God had called her to do. If
there was one characteristic of hers I desire, it
was her ability to know and to focus on her life's
purpose. She did not become confused, distractedor discouraged by criticisms or complements. She
remained able to hear clearly and respond
immediately to the voice of God". (2008, p. 92).
Mother Teresa believed she was “called by God
(she did not decide on her own) to go into the dark
holes of the poorest of the poor to do small things
with great love in order to bring Christ to the
poorest and the poorest to Christ.” (p. 13)
Because of this clarity her work was not diluted but
rather she concentrated on the focus God had
planted in her heart – leaving other work to those
called to that work. People would criticise her for
loving the individual poor but she would answer that
she had been called to feed, clothe, bathe and tend
the poorest of the poor. If she tried to do thingsoutside of her calling, she would be less effective in
the ‘little things” God had given her to do.
2 a teacher educator from California spent several months as a
volunteer at Shishu Bavan, or home for babies in what was then
known as Calcutta (now Kolkata)
Figure 2: Mother Teresa
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Nelson Mandela – whose dream of freedom motivated and
sustained him in prison so that every day he exercised
and kept fit for that time when he would be freed and
able once again to work for other types of freedom –
freedom from indignity, from poverty,
Martin Luther King, Jr – was motivated by the image where
people were not judged by the colour of their skin
but by their character. Though the dream was very
different from the reality in which he lived, itmotivated and sustained him to live, and die, to bring
the dream to reality.
Each of these, and many others lived their life because of an
image they had in terms of their life purpose. And, for each
of the examples above, this life purpose, this ‘dream’ was
something which God had given them to do.
Two reasons for articulating a Passionate
Creed
In my work with teachers and student teachers, I have
observed two powerful reasons for working with Passionate
Creeds and taking the time to articulate them, write them
and revisit them. In the first instance writing a Passionate
Creed statement helps us to understand who God has made
us and in particular what aspect of His kingdom work he has
given us a passion for. The second reason is that questions
such as How can I do better ? or, How can I improve my
teaching? are meaningless unless we have a clear idea of
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what our goal is and therefore what better might look, sound
or feel like. We now consider each of these in turn.
Each is unique, designed for God’s glory
The first of these two reasons relates to increasing our self-
awareness of God at work in the way he designed and called
us. As noted in Romans 1 verse 3: “For by the grace given me
I say to every one of you: Do not think of yourself more highly
than you ought, but rather think of yourself with sober
judgment, in accordance with the measure of faith God has
given you” (NIV).
It is believed that “good teaching cannot be reduced to
technique; good teaching comes from the identity and
integrity of the teacher ” (Palmer, 1998, p. 10). In this quote
Palmer uses the word Identity to describe what he calls the
generic ‘irreducible mystery of being human”, but also,specifically, what it means to be ME, a specific human. He
further explores this notion
through the use of Integrity. He
writes: “Integrity is that which is
integral to one’s person – being
able to discern that which fits and
that which does not and thenchoosing life-giving ways (as
compared with ways which
fragment) of relating to the forces
that converge within, becoming
more whole, more real, as one acknowledges the whole of
‘who I am’ ” (ibid, p. 13). The Psalmist (Psalm 139) writes of
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the wonder of being human and how completely God knows
us and how marvellously he designed us:
For you created my inmost being;
you knit me together in my
mother's womb.
I praise you because I am
fearfully and wonderfully made; your works are
wonderful, I know that full well.When we read this together with Scriptures such as Psalm 8,
Jeremiah 29 verse 11; 2 Peter 1 verse 3, Psalm 20 verse 4 and
Psalm 37 verses 4 & 23; Romans 12, Ephesians 4; 1
Corinthians 12, we also realise that God has placed within
each of us specific ‘desires’, graces or ‘ways of being’ and
serving to bring Him glory. These work together so that, with
reliance on the grace of God, we contribute to the Kingdom
of God coming on earth (Matthew 6). It is why we are
different. Each of us is given something to do that shows
who God is (1 Corinthians 12 verse 7, The Message). Paul,
the apostle uses different lists to describe different ways we
experience the way God’s spirit gets worked into our lives. In
Ephesians 4 we read about different ways to serve or
minister, In Romans 12 we read about different functions or
motivations, and in 1 Corinthians 12 different expressions of
the spirit at work.
According to theological writers such
as Perry ‘Downs from Trinity
Evangelical Seminary in Chicago, even
Figure 4: Perry Downs
Figure 3:Amanda Patrick’s Psalm 139
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the way we live out our Christianity will show a preference.
Perry speaks and writes of preferences towards mystical,
activist and cognitive expressions of faith. The person with a
mystical preference is the person who loves to be lost in the
presence of the lord, enjoys spiritual retreats, and tends to
find it easy to focus on personal devotions and long periods
of prayer. An activist preference is demonstrated in concern
for social justice. Social action is typically concerned with
social, structural and political sin. It looks at culture and sees
that the gospel critiques all cultures with which it engages.
The person with an activist preference is keen to be out on
the street putting his faith into action – feeding the poor and
sick, (meals on wheels), debating city council decisions in
terms of their benefit to people’s well-being, or finding
innovative ways to work with wayward youth or pregnant
teenagers. Those with a rationalist/cognitivist preferencetend to focus on the importance of thinking and may typically
be drawn to teaching rather than preaching. People with this
preference
may be
authors, or
philosophers.
We tend to
see the world
through our
preference
lens. But each
of these also
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has a danger: The cognitivist may over value thinking and
ignore action, the mystic may over value experience and
individualistic expressions of worship and the activist may be
too busy doing and ‘acting’ at the horizontal (person to
person) level that they don’t take time to pray and relate to
God, or to read material to sustain and inspire them.
The point is that while we may understand our preferred way
of being, we are to seek to grow more and more to be like
Christ who is the perfect of expression of each and all.Understanding our preferences does not excuse us from
growing in grace and other expressions of the Spirit. But such
insight does help us understand our motivations and
tendencies.
The educational world recognises that people are different
too. It is full of different types of tests which indicate our
‘preferences’ and ‘strengths’. For example, the Keirsey-Bates
Personality test is well known and describes people in terms
of being a guardian, an idealist, a rational or an artisan.
Another well known Personality Test was developed by Isabel
Briggs Myers, and her mother, Katharine Briggs. “The essence
of the theory is that much seemingly random variation in the
behaviour is actually quite orderly and consistent, being dueto basic differences in the ways individuals prefer to use their
perception and judgment. Perception involves all the ways of
becoming aware of things, people, happenings, or ideas.
Judgment involves all the ways of coming to conclusions
about what has been perceived. If people differ systematically
in what they perceive and in how they reach conclusions, then
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it is only reasonable for them to differ correspondingly in their
interests, reactions, values, motivations, and skills.3" Myers
Briggs describes people in terms of careers such as Architects,
Inventors, Builders, Supervisor, Inspectors, etc. Then there
are programmes such as “Strength Finder” which suggests
that people have “several times more potential for growth
when they invest energy in developing their strengths instead
of correcting their deficiencies” (Rath, 2007, p. i).
Some of these can help us understand the way God has madeus. They can also give insight to the way we relate and
respond to others. However, the trap might be that we
confuse the source of these strengths or think we can fulfil
our calling without reliance on God, and this is definitely not
the case. We are totally reliant on Him. In Deuteronomy 8,
especially verses 10 – 14; Moses is teaching the people that
no matter what blessings they have, or what achievements
they can claim, at the end of the day they are to be careful to
not forget that it is God who gives us everything – including
strengths, abilities and vision.
Parker Palmer (1998, p. 2) notes that “. . . knowing
myself is as crucial to good teaching as knowing my
students and my subject ”. One reason why this isso is that students learns as much from who we are
and how we behave as they do from the content
we provide (Norsworthy, 2007; Wilson, 1990).
3 Downloaded from http://www.myersbriggs.org/my-mbti-
personality-type/mbti-basics/
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Increasing our self-awareness of God’s design and plan for us
helps us make decisions about what to be involved in, and
what to say no to. We know we cannot do everything and
sometimes we find it difficult to choose. However, by
understanding those things that are our treasure and gift to
offer to God as a sacrifice- helps us to discern and to make
decisions in our everyday living.
The importance of writing your Passionate Creed
The second reason for articulating and writing a Passionate
Creed statement mirrors the scriptures which clearly indicate
the importance of having a vision (Proverbs 29 verse 18) and
of writing and articulating it (Habakkuk 2 verse 2). The verse
in Habakkuk highlights the importance of writing the vision
clearly or plainly so it can be easily read and lived. This is why
we suggest that teachers try and capture their Passionate
Creed in one or two simple sentences. It is not easy to do –
but once it is done it is wonderful to work with. It helps us to
be clearly focused on the task which God has ordained for us
in order that we may be faithful to that calling.
“The importance of developing a Passionate
Creed, or “critical rationale to guide their
practice” (Brookfield, 1990, p. xvii) for different
course work components should not be
underestimated. Without such, there is no sense
of direction and purpose, or “sense of where they
are going and why it is important to get there”
(ibid). Without this interrelated sense of
personal, teleological, professional, and
pedagogical purpose, reflection remains
paralysed by questions such as: What worked
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well? and What can I do better next time? Such
questions are actually meaningless without a
purpose and reason by which to determine anunderstanding of ‘better’. To have a teleological
mirror as one of those which generates questions
to ask of the pre-service teachers provides the
possibility of the type of connectedness which
appears to be critical.” (Norsworthy, in press).
Discovering your Passionate Creed
One aspect of knowing our calling is to know our spiritualgifts, desires, opportunities and special skills. But also, we
learn of our call from those ‘things’ –
words, experiences or observations -
which cause us to be upset – not in a
superficial manner – but to the depth of
our soul. For some, such as William
Wilberforce this was slavery, for MotherTeresa this was the lack of dignity
afforded the poorest of the poor, for
others it might be the deforestation in
their local environment, or the indignity
shown to the elderly, or the child in the womb. For some, it
is about equal access to educational opportunities, or care for
the disabled. It is not that we should not all care for eachperson – but God has designed us with very special concern
for specific issues – and that is one reason why we all need to
work together. Here are some ideas that can help you
identify and craft your own Passionate Creed statement.
Figure 5: William
Wilberforce
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1. What is your image of a great teacher? What are
their characteristics? How do they talk to their
students? What are their goals? What types of
lessons or assessments do they design?
2. What makes you righteously angry – when you hear
or read the news – what catches your attention more
than others?
3. If you are asked to name your favourite scriptures –
what is the theme that holds them together?
4. Who are your role models – local, international,
present and historical – what do they have in
common?
5. Do you have some favourite proverbs, whakatauki or
sayings – can you see a theme in these?
First of all sit down and write answers or make jottings in
response to the above prompts. Once you have done this
then prayerfully work with the ideas and bring them together
into a paragraph or two. Then capture the key ideas in one
sentence. Once you have done this, you can think about how
the ideas you have captured in your Passionate Creed
statement work out into your teaching. As you do this – you
will have the basis for a Philosophy of Education – and a basis
for deciding what is effective education and what is ‘better’.
Conclusion
Effective teaching is intentional. Each aspect of the
reciprocal teaching and learning process is shaped to lead to
maximum learner engagement and connection. This process
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is enhanced when the teacher is guided and informed by a
clear Passionate Creed. Such clarity helps us to understand
how who we are informs our teaching. It influences our goal
setting and most importantly the willingness to persist at
pursuing these goals. This knowledge and insight is
particularly important in terms of our resilience – our
willingness to persist longer when things don't go well; to
explore other strategies with students who struggle – if one
approach doesn't work teachers who have a clear
understanding of their motivating Passionate Creed will try
another and another until the student connects and
understands.
A person who really knows and believes something
understands it and lives by it. It becomes part of them and the
way they view the world (Hansen, 2001, p. 56).
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