Lisa Starr: EDTL-601

Jesse Mann (260497304)

Putting Passion into Practice Critical Literature Review

The attempt to gain a rudimentary understanding of the particular role played by passion
within pedagogy has left me with a strange sensation that lies somewhere between dogged
determination and despair. My mind and heart drive themselves onward like a primeval hunter in
pursuit of a mythical beast, but as the chase continues Im beginning to realize that the creature is
increasingly elusiveor perhaps it has taken a different form that defies my senses. A new
spectre makes a brief appearance at the crest of nearly every rise or deep within the shadows of
thick cerebral forestsbut the true nature of my quarry remains a stubborn mystery whose
revelation waits for the conclusion of tomorrows quest. The literature designed to help guide me
to my target threatens to delay this historic meeting with tomorrow, often tempting me with
fragile solutions that lie at the end of false trails.
Perhaps this legendary beast exists only in my imagination, but the hunt is real, an
expedition conducted with a ratty notebook and a dozen databases dedicated to uncovering the
precise location of passion within practical pedagogical praxis. After several days I finally
recognized that my obscure objective was at once enormously broad and frighteningly explicit. I
aimed to understand the practical applications of pedagogical passion, yet insisted that my
findings fit within the narrow confines of my experience. Always before my minds eye is a
classroom stuffed with secondary students, young people in Quebec eager to exercise an
incredible range of decisions influenced by the unique life they have shared with others in the
province. My limited knowledge of this crowd silences several of the voices that sound out of
articles and books collected on my desk, documents that promote various visions of praxis
grounded in passion. After a careful analysis, some voices remainsoft voices distinguished by
wisdom, patience, and humility. While the project is far from complete, I believe taking a

Lisa Starr: EDTL-601

Jesse Mann (260497304)

detailed look at how these steady voices manage to sound out above the others will lay the
foundation for further inquiry and provide some insight into the next step to be taken towards
putting passion into practice in Quebecs secondary classrooms.
This entire investigation began as an effort to build a flexible framework of sorts, a useful
handbook that would bridge the gap that separates applicable strategies from the abstract theories
published by academia. Passion represents a popular idea that remains difficult to define with
any degree of precision, yet the word has been inserted into any number of written works
dedicated to successful teaching methods. I decided early on that my critical literary examination
would focus exclusively on documents firmly planted on the intersection between passion and
pedagogy. A preliminary search quickly indicated that these sources could be divided into two
broad categories: quantitative articles with tentative results and qualitative accounts that feature a
stunning array of dynamic perspectives. While the works in the second category vary in the
amount of detail employed, they nonetheless present an intimidating body of literature that
stubbornly resists a straightforward synthesis. Nonetheless, it is here that the aforementioned
voices emerge, ideas proposed with an unmistakable wisdom balanced by humilitya
combination to be reckoned with. Rather than attempt a clear-cut classification of these writings,
I will do my utmost to analyze the fundamental concepts at play in light of my own praxis. But
first a brief examination of an article from the first category is warranted.
In 2008 four Qubcois researchers teamed up to match a structural equation model with
a survey designed to investigate how 500 teachers from Qubec City experience passion in their
practice (Carbonneau, Vallerand, Fernet, & Guay). While several interesting interpretations of
passion were postulated throughout the article (including a distinction between harmonious and
obsessive passions), the data-driven conclusion was ultimately somewhat tepid: harmonious

Lisa Starr: EDTL-601

Jesse Mann (260497304)

passion promotes positive intrapersonal outcomes (Carbonneau et al., 2008, p. 985). While this
statement stands upon a large body of thoroughly-analyzed evidence, it represents little more
than a call for further research and provides precious little practical insight.
Tepid is not a word that could be used to describe the literature from the second
category. Employing a wide variety of qualitative approaches designed to make passionate
pedagogy applicable, the authors responsible for the articles and workbooks in question
consistently present enthusiastic calls to action. Somehow both detailed and daring, these bold
proclamations ignore sweeping statements based on assumption in favor of direct suggestions
bound by simple truths. Thomas (2007) insists that students must be allowed to see the
passionate activities that the instructor indulges in (p. 64). Day (2004) declares that passion
cannot be viewed as a supplement to successful teaching, and is best nurtured within a
community of colleagues. Wink (2004) challenges teachers to escape the host of oppressive
personal expectations that stifle joy. Fried (2001) states that teachers must believe that every
student is a passionate learner, a conviction they must share with the pupils parents. Santoro,
Borg, and Pietsch (2012) highlight intentional intergenerational learning aimed at inspiring
preservice teachers with the advice of educational veterans (594). Maiers and Sandvold (2014)
preach passion as a critical response to a changing world that requires courage and vulnerability.
Perseverance. Excitement. Insight. Each of these voices ring with an animated authority,
celebrating a fresh perspective that matches passion with all the unbelievable possibilities that
accompany dedicated pedagogy. While the details vary according to the particular perspective
being promoted, the destination remains the same across the board: the burst of joy that signifies
an undying eagerness to learn, shared between student and teacher.

Lisa Starr: EDTL-601

Jesse Mann (260497304)

While a great deal of pertinent information can be carefully gleaned out of this rousing
qualitative clamour, I believe the voices that have the most to offer the disciples of passionate
pedagogy speak quietly at a measured pace. Their approach remains staunchly qualitative, but
frameworks and policies are abandoned in favor of simple recollections grounded in extensive
experience. They are represented by a wide variety of anecdotes, collected in two volumes. One
is edited by Levine (1999) and the other by Stramiello, Willingham, and Martray (2006). Both
feature stories told by dozens of teachers, men and women who have taught their hearts out only
to find them thumping even faster in their chests. The advice is profound and communicated with
humility. Here passionate pedagogy is embodied rather than represented through detailed
diagrams and descriptions. The inspiration is palatable, and effective results will be the outcome
should it be combined with the ideas presented in the remainder of the qualitative works.
Analyzing this mixture of anecdote, qualitative planning, and quantitative examination
will take some time, but the practical insight that stands to be gained is worth the sacrifice.
Ultimately the wisdom offered by this literature will be paired with my own experiences in the
classroom, transforming my praxis into a unique testing ground characterized by knowledge
shared across the years. I expect the anecdotes to have the most to offer in the end, but am
curious to see the value of the other works consulted in this quest both qualitative and
quantitative.

Lisa Starr: EDTL-601

Jesse Mann (260497304)

Bibliography

Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (November 01, 2008). The Role of
Passion for Teaching in Intrapersonal and Interpersonal Outcomes. Journal of
Educational Psychology, 100, 4, 977-987.
Day, C. (2004). A Passion for Teaching. London: Routledge Falmer.
Fried, R. L. (October 01, 2001). Passionate Learners and the Challenge of Schooling. Phi
Delta Kappan, 83, 2, 124-36.
Holcomb, E. L. (2004). Getting Excited About Data: Combining People, Passion, and Proof to
Maximize Student Achievement. Thousand Oaks, Calif: Corwin Press.
Levine, S. L., & McVay, S. (1999). A Passion for Teaching. Alexandria, Va: Association for
Supervision and Curriculum Development.
Liston, D. P., & Garrison, J. W. (2004). Teaching, Learning, and Loving: Reclaiming Passion in
Educational Practice. New York: Routledge Falmer.
Maiers, A., & Sandvold, A. (2014). The Passion-Driven Classroom: A Framework for Teaching
and Learning. Routledge.
Nias, J. (January 01, 1996). Thinking about Feeling: The emotions in teaching. Cambridge
Journal of Education, 26, 3, 293.
Santoro, N., Pietsch, M., & Borg, T. (January 01, 2012). The Passion of Teaching: Learning
from an Older Generation of Teachers. Journal of Education for Teaching:
Intmarernational Research and Pedagogy, 38, 5, 585-595.
Stramiello, A., Willingham, M., & Martray, C. (2006). A Joyful Passion for Teaching. Macon,
Ga: Mercer University Press.
Thomas, J. (November 01, 2007). Teaching with Passion. Education Digest: Essential Readings
Condensed for Quick Review, 73, 3, 63-65.
Wink, J., & Wink, D. (2004). Teaching Passionately: What's Love Got To Do With It? Pearson.