AdvenEd

This feels a bit vulnerable to post.

I lost my voice for two weeks. Completely. Not even a squeak. Just email, text, and a lot of silence.

It’s slowly coming back - but not fully - so I took a bit of a risk. This video uses AI to carry my words.

We’re stepping into Chapter 2 of my book, Educative Encounters: The Classroom CARE Model in Higher Education.

And here’s the tension.

This chapter defines educative encounters - those moments in teaching shaped by human presence, relationship, and the quality of how we meet one another.

Using AI to speak about relational pedagogy feels… ironic.

But teaching right now holds that same tension. Technology is here. So are we. How we meet and how we ensure learning is happening is the heart of the matter.

Have a listen to my ideas, and my non-voice.

If you’re new here, welcome.
I’m spending this year walking through the ideas in my book Educative Encounters - one short reflection at a time.

This week’s focus is Nel Noddings’ care theory. One idea that keeps tugging at me:
care not received as care isn’t care at all. And care is something we enact through relationship not a character trait we possess.

For educators, this shifts the work. It’s not about good intentions. It’s about noticing how our teaching is experienced and adjusting our practice accordingly.

My invitation this week: notice one small moment where care shows up in your classroom or work. Was it felt? How do you know?

Teaching isn’t fixed.

Learning about epistemology helped me see teaching as a practice, something we can keep growing in over time.

An invitation to begin.

This video opens a year-long walk through Carrie Nolan's book, Educative Encounters. This is meant to be a reflective conversation about what actually stays with learners, and with us, in teaching and leadership.

Educative Encounters is available through our website or on Amazon if you’d like to read along.