On the Importance of Being There, Every Day: Teaching Through a Personalist Lens

Paul Parkison, University of North Florida

Jeff Thomas, University of Southern Indiana

Key Statement: When instructors commit to excelling at the “normal” things using a Personalist lens they can promote classroom norms, community, and happiness.

Keywords: Engaging Students, Improving Teaching, Course Design

There are many aspects of teaching that are extremely demanding. Too often we focus on how to do something amazing in the classroom or strategies to create an outstanding demonstration. In the quest to do something “special,” we can forget that the extremely important foundation of becoming a truly outstanding educator begins with the most attainable of feats:  "just doing your job."  But there is a bit of a catch. "Just doing your job” through a Personalist lens means more than just showing up—it means “Being There.”  It means being present in the classroom with motivation and intention, creating a just and Personalist classroom, where students are seen as contributors rather than passive recipients of knowledge. It sounds a bit straightforward, but sometimes we lose ourselves when we forget the foundation of who we really are. 

Lilly blooming on lake. Image courtesy of Unsplash.

Background

Personalist philosophy argues that education should develop moral and intellectual virtues, as well as technical skills or credentials (Mounier, 2010). An instructor who “does their job” well—by showing up, grading on time, being present—creates an environment where students are also empowered to contribute meaningfully and develop learning dispositions that affect the same environment. It’s crucial to recognize that transformational teaching and learning can occur when a classroom community is developed. This is distinctly different from simply working in an environment and completing assigned tasks. When building and facilitating a community, the dynamics are more organic, evolving through mutual trust, collaboration, and the contributions of all members. The goal is to facilitate long-term transformational learning, develop relationships, and create a space where individuals feel valued and engaged. The focus is on both personal and collective growth. When we view our role as instructors as ”just” achieving specific work-related tasks, meeting objectives, and being productive and efficient, we miss the opportunity to build community and to transform learning.

Personalism supports us in building a community that fosters connections and mutual support among individuals with shared values and goals. The argument for “Being There” aligns with Personalist education by emphasizing that teaching is not just about efficiency but about recognizing and fostering the personhood of both instructors and students and work towards a common good (Maritain, 1966). Personalism is a philosophical perspective that emphasizes the dignity, value, and relational nature of each human person (Mounier, 2010). It sees the person as fundamentally connected to others, emphasizing love, community, and moral responsibility. This is similarly asserted in Ubuntu Philosophy: “I am because we are!” (Metz, 2020)

Personalist education emphasizes the dignity, autonomy, and holistic development of the individual, which aligns with the call to recognize what instructors and students contribute by “Being There.” Personalism holds that every individual—instructor and student—has inherent dignity and should be treated as an active participant in the development of community and the educational process. We see education as formation, not just information, similar to Aristotle’s (2000) theory of eudaimonia. Eudaimonia is a moral philosophy that defines right action as that which leads to the well-being of the individual, thus holding well-being as having essential value.

In fact, “well-being is not so much an outcome or end state as it is a process of fulfilling or realizing one’s daimon or true nature—that is, of fulfilling one’s virtuous potentials and living as one was inherently intended to live (Deci & Ryan, 2006, p. 2)

From the perspective of eudaimonia, what we do is what we become. Our work, when done well and with intention, has a major influence on our character and thus what we can bring to classroom. Students view instructors focused on “Being There” as someone trustworthy and reliable, someone who upholds strong values, promoting fairness, integrity, and social responsibility.

In this community-focused, Personalist environment, it is possible for students to learn better and for instructors to thrive, fostering skills such as problem-solving, conflict resolution, and creative thinking.

Strategies for Application

Here are five typical behaviors that exemplify “Being There” any or all of which you can ensure occur in your classroom today. It is easy to think that all instructors are doing this, but we have all seen too many instances where that is just not the case.

1. Arrive early enough to have appropriate music playing and greet them as they arrive. If you have a subscription to a music streaming service, consider creating a playlist with class member's favorite songs. Finding out some favorites in the first day of class can be a good icebreaker, and adding to the list throughout the semester keeps community and conversation growing. Keep in mind that it is important to listen to each song, in its entirety and the version suggested, before playing it in class.

2. Commit to grading and returning assignments when you say you will, and as quickly as is reasonably possible. Transformative learning depends upon feedback and guidance. Additionally, prompt grading reinforces your genuine passion for the students and the subject fostering a sense of collective purpose in the community.

3. Answer emails within 12 hours. If you can’t give a thoughtful response within that time, reply that you need to give their question some consideration. Students will understand that you are taking their messages seriously. An out-of-office reply can let them know when you will not be able to meet this commitment. Communication is crucial for learning and is foundational for a strong community.

4. Model for students how to listen attentively, express gratitude, and ask for help when needed, reinforcing these behaviors as classroom norms.

5. Students are more likely to be actively engaged and contribute to discussions when they see your genuine passion for the subject. This fosters a vibrant learning environment where both you and students are driven by a shared interest in the subject, promoting a sense of belonging and collective purpose within the community.

Conclusion

An instructor who reliably performs their duties with care and consistency—who commits to really “Being There”—contributes positively to the educational experience by integrating the instructors and students contribute to their learning environment. This may sound routine, lacking something extraordinary, but that is mistaken. Positivity and intentional presence are critical. Instructors who fulfill professional responsibilities with intention create a culture of dependability, engagement, and growth. After all—that is extraordinary.  

Discussion

1. Create a list of an additional three “normal” in-class or out-of-class things students expect of good instructors. Commit to implementing at least one of these right away to promote Personalism and eudaimonia to your students’ classroom?

2. What challenges do you currently face in truly listening to and understanding students?

3. What can or do you share with your students about your scholarship, teaching, or motivations that make you a whole person to them?

References

Aristotle (2000). Aristotle's Nicomachean ethics. (2000). (R. Crisp, Trans.) Cambridge University Press.

Deci, E. L., & Ryan, R. M. (2006). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9, 1-11.

Maritain, J. (1966). The person and the common good. (J. J. Fitzgerald, Trans.) University of Notre Dame Press.

Metz, T. (2020). Humility and the African ethic of Ubuntu. In M. Alfano, M. P. Lynch, & A. Tanesini (Eds.), The Routledge handbook of the philosophy of humility (pp. 257–267). Routledge.

Mounier, E. (2010). Personalism. University of Notre Dame Press.

About the Authors