Over the weekend of November 21-23, the Hybrid Pedagogy editorial board gathered in Washington D.C. for an intensive working retreat. During that time, we collaborated on the following article — 10 authors and reviewers working together in a single document over three hours to brainstorm, draft, and revise the piece. What we offer here is both an experiment in peer review and also a treatise on peer review.
Love as Pedagogy
Love is patient and kind; love does not envy or boast; it is not arrogant or rude. It does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrongdoing, but rejoices with the truth. Love bears all things, believes all things, hopes all things, endures all things. ~ I Corinthians 13:4-7, ESV
Love, patience, kindness, humility, truth — we don’t often talk about these things in the academy. Even those of us who eschew discussion of “efficiency” and “effectiveness” in favor of “empowerment” often stop short of genuine affection. But education, at its core, is an act of love — it seeks to empower as its very nature. And this care fuels our desire to help each other become full agents in our own right.
When we truly love, we humanize rather than normalize. Much of what the academy does — both in teaching and in scholarship — is about norms. Even our new wine ends up in old skins, as the norms of academic discourse dominate the dissemination of our work in journals, monographs, textbooks. But love does not “insist on its own way.” In Teaching to Transgress, bell hooks advocates for “an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom” (207). Empowering another human to be a mindful agent in their own learning requires a great deal of patience, kindness, and determination. These things only coexist with conscientious effort. This is the work that we all do as we exist simultaneously as authors, editors, and students.