Teaching what we do, not what we know
I mentioned Donald Engstrom here earlier this week. Today I happened on a lovely article by Donald that really summarizes his approach to not only life but teaching, and also illustrates a point I’ve been meaning to make. This train of thought was brought on by my witchcamp teaching experience last month where, as I understand it, the feedback I received from my students was that in general they were much more jazzed about the times when we did stuff (namely dreamwork) that I do a lot, rather than the times when I tried to teach things.
That was a big learning for me: people are more interested in learning what I do than what I know. Happily, I am more interested in teaching that, too. So next time I teach, I will make it simpler, not try to bring in so many things. What a relief!
Donald is really my model for this type of teaching/learning. He is a big influence on Reclaiming magic, particularly the phrases he often uses: “dare to dwell in beauty, balance and delight” being his way better version of something like “peace on earth, goodwill to all.” Also, his rephrasing of “God,” “Gods,” “Deity,” “the Divine,” “Spirit”: he calls them “the Mysterious Ones.” I love that, it is so evocative while being so inclusive.
Donald teaches what he does. His teaching is very focused on creating cultures of beauty, balance and delight. That is his spiritual practice, and encompasses right livelihood, political action, art, gardening, relationship, friendship, and the health of the larger community. I don’t know that he varies the practices he uses from class to class, but everytime you study with Donald is an opportunity to let that work shift things in another aspect of your life.
Someone asked me at Dawn and Jim’s wedding whether I was planning to teach in my home community anytime, and I felt myself trip on that little speedbump of “what do I teach?” As a Reclaiming teacher, I “ought” to teach Elements of Magic; Iron Pentacle; Rites of Passage. But since magic is not a big part of my spiritual practice at the moment, I find it hard to be enthusiastic about teaching the material. Being reminded just now of Donald’s example to all of us helps me set my intention to teach more of what I do, and stop paying so much attention to the “oughts.”