Camps Bansell, J. (2021). Corazón educador. Un ensayo sobre la vocación a la enseñanza [A heart for educating. An essay on the call to teach] (Jordi Claret Terradas).

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Camps Bansell, J. (2021).


The recognition of the existence of a call to teach is shared by many. The book that concerns us intends to further exam­ine the vocation of teaching, as well as to highlight other aspects, such as pedagog­ical love and intuition in order to place us in relation to the vocational aspect. At the same time, the author recognises his interest in addressing these aspects, which are largely intangible, as opposed to a certain educational technicality that only considers what is scientifically proven to be relevant. ,

The book chose to use footnotes, which enables it to be read at two levels depend­ing on the degree of depth with which you wish to read. There is, undoubtedly, a no­table effort to provide both bibliographical justification for the statements that are made and sources to expand on the aspects that appear. ,

According to the author, some educa­tors felt the call early on and others un­expectedly over the years. Many people refer to and define it as “their place in the world”, their sense of identity, personal fulfilment, a form of service to others. In short, the materialisation of their raison d’être. It is this, in principle, intangible aspect —the call to teach— that equips the person and enables them to respond to a new dimension. This inner disposi­tion allows them to reach the core of their students, to take charge of their reality and needs; to ensure their optimum per­sonal development. All of which is done intuitively, allowing them to respond im­mediately and aptly. ,

In this context, a kind of affection ap­pears, sometimes neglected: pedagogical love. The author metaphorically likens pedagogical love to the “driving force” and intuition to the “movement”. This driving force leads them to take charge of reality and respond appropriately in each educa­tional situation. ,

We have before us an essay, a book for reflection that explores the immaterial aspects of interest in relation to the call to teach. The author’s analysis attempts to provide unity and logic to very diverse subjects, interweaving his own personal point of view. Within the framework of a humanistic and qualitative view of teach­ing, the book will be useful for novice teachers, students of education or those interested in reflecting and finding spe­cific literature. ,

The study is in line with Max Van Ma­nen’s pedagogical view, which is oriented towards the description and interpreta­tion of the essential structures of the ex­perience in education, leading us to the core of the relationship between people (teacher-student). His approach brings us closer to the study of the immaterial dimensions inherent to the everyday ped­agogical experience. As is correctly ex­plained, this is difficult to achieve using the usual research approaches. ,

The book is organised into six chap­ters: after a brief introduction, the author provides an extensive justification of his work. The second chapter links the call to teach with pedagogical love and educa­tional intuition. The third chapter speaks about the call to teach followed by a sec­tion in which the previous concepts are related. The fifth chapter deals with ed­ucation from a personalistic perspective and the sixth chapter describes the school climate that can flourish in a vocational school environment. The book ends with a brief concluding chapter. ,

As far as literature is concerned, the knowledge of authors, many of them cur­rent, who have theorised and researched is analysed and the origin of texts and ideas carefully referenced. It also distin­guishes the thoughts, reflections and ex­periences of the author himself and works with texts obtained from the reflections of teachers that are used to further exam­ine the meaning that awaits behind the diversity of educational situations. ,

This book does not have a specif­ic methodology, since it is not research. Rather, its aim is to further examine a topic of interest and convey an argued and concise view. It is not definitive either, as it is intended as a basis for thought and study, as well as the discovery of specif­ic literature to further analyse certain aspects. Inductively, the aim is to gain a better understanding of the essential as­pects by listening to those who are on the front line: the teachers. ,

The book concludes that the aspects developed, together with teaching skills, will lead to upstanding professionals in one of the most complex and crucial pro­fessions. ,

These intangibles will help create a warm, pleasant, safe, trusting atmos­phere, which, through a friendly demand, will give way to profound mutual knowl­edge. For example, the manifestations of pedagogical love are presented based on the teacher’s loving responsibility. ,

A heart for educating; transport and gateway to knowledge and relationships. Pedagogical love; human and effective teaching that harmonises the excessive technicality, thus penetrating the stu­dent’s core in a respectful and delicate way. Those who choose to base education only on scientific evidence will most like­ly not be able to understand many human situations in the classroom; perhaps leav­ing some specific needs of students unat­tended. Given their love for their students, the vocational teacher will find it easier to make the right decisions. They will have a greater capacity for reflection and intu­ition that will enable them to help their students. ,

Call to teach, pedagogical love and educational intuition; elements that spiritualise (humanise) school, also giv­ing a poetic aspect to the teaching profes­sion and life. ,

Jordi Claret Terradas

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