“Dallaire argues that spirituality is the middle ground between the secular and the religious and it is in this space that we can renew education….The author calls on teachers to engage in their own spiritual practices so that their teaching comes not just from the head but the soul. I am grateful that Michael Dallaire has shared his work and sensibilities with us in this book and I hope educators seriously explore this vision in their lives and work.” John P. Miller, Professor, OISE at U of T.
“Michael Dallaire has always shared his wisdom, personal experience, and rich spiritual knowing so as to open awareness and give modern voice to the universal quest for spirituality. In his latest book he shares his knowledge and experience in hopes to provide a clearer lens through which we can all recognize the value of building a strong foundation to nurture spirituality in Canadian education.” Patricia McGarry Roberts, Ph.D., Psychologist, Sault Ste. Marie.
“Teaching With The Wind is a timely review of the history of Catholic education in Canada and a challenging vision for a healthy, productive and relevant Catholic education experience in the future. Dallaire very successfully draws the reader into an exploration of the positive and negative sides of the “soul” and “nature” of the Canadian experience…As Canada continues its transition from a Judeo-Christian and bicultural nation to a multi-faith and multicultural nation, he argues that education for civic spirituality will be of paramount importance.” Fr. Con O’Mahony, Vicar of Education, Diocese of Hamilton, Ontario.
“This book is for those teachers who sense that there is more to life than what is at first apparent; that the social, political, and spiritual dimensions of life cannot be ignored in the classroom; and that they are called to address ‘the more’ component of their student’s education. Teaching With The Wind reflects postmodern reconstructive pedagogies that are full of hope. Dallaire succeeds in identifying a Canadian soul and in offering pedagogical guidance to teachers implementing the contemplation-in-action method. For those individuals who want a deeper understanding of spirituality as a contemporary issue, this book provides further enlightenment. Regardless of one’s pedagogical preferences, Dallaire expands the reader’s knowledge and understanding of spirituality and describes an avenue for application that may arm Canada’s future citizenry with the ability to succeed in a secular and multifaith world.” The Journal of Education and Christian Belief.
