When we as educators seek to educate with soul in mind, a radical spark is struck. Hillman (1983) pointed out “by definition, education must lead out” (p. 179). He suggested that educators lead the child out by leading the child in, by focusing on the imagination in the child’s fantasies. He urges the education of the imagination.
Hillman (1975), in Re-visioning Psychology, was most pointed and succinct in his description of soul. He asks psychology to return to the deepest root of its own meaning, the psyche of psychology. As educators, the depths bring us to reconsider the deepest root of the meaning of teaching, our own educare, in the Platonic sense. As noted above, to lead out from makes the most sense when we speak of it with soul in mind.
From soul’s perspective, the individual comes with the task of perceiving and bringing into the world that which only he or she can bring, even unto what the Greeks called mediation, in the sense of embodying prophetic capacity. Joan of Arc, Ghandi, Krishnamurti, those who Simonton (1995) called the eminent, who Nietzsche (Heidegger, 1990) calls the great man, have a place in soul’s classroom. The cosmos can be known as the immensely creative, ongoing work of art that it is. With soul comes a realization that creating, directing, and maintaining programs of talent development... (Click title for more)