essay importance of teacher in our life

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Why Teachers Are Important in Society- Why Teachers Matter

Updated: February 7, 2024

Published: August 12, 2019

Teachers are arguably the most important members of our society. They give children purpose, set them up for success as citizens of our world, and inspire in them a drive to do well and succeed in life. The children of today are the leaders of tomorrow, and teachers are that critical point that makes a child ready for their future. Why are teachers important? Let’s count the ways…

Teacher in front of students raising hands

Photo by Nicole Honeywill on Unsplash

Why teachers are important in society, reasons why teachers matter.

Children carry what they are taught at a young age throughout the rest of their lives. They will use what they have learned to influence society. Everyone knows that today’s youth will become tomorrow’s leaders, and teachers have access to educate the youth in their most impressionable years — whether that is in teaching preschool, teaching extracurriculars, sports or traditional classes.

Teachers have the ability to shape leaders of the future in the best way for society to build positive and inspired future generations and therefore design society, both on a local and global scale. In reality, teachers have the most important job in the world. Those who have an impact on the children of society have the power to change lives. Not just for those children themselves, but for the lives of all.

Photo by stem.T4L on Unsplash

How teachers bring change in a student’s life.

Great teachers have the ability to change lives for the better.

Teachers can act as a support system that is lacking elsewhere in students’ lives. They can be a role model and an inspiration to go further and to dream bigger. They hold students accountable for their successes and failures and good teachers won’t let their talented students get away with not living up to their full potential.

Teachers of all walks of life and subjects have the ability to shape opinions and help form ideas about society, life and personal goals. Teachers can also expand students’ limits and push their creativity.

Teaching is a tough job, but it is one where you can make the most impact in another person’s life. If you’re thinking of becoming a teacher, here are even more reasons why you should invest in a teaching career .

Role Models

Teachers are the ultimate role models for students. The fact that students come into contact with many different types of teachers in their academic career means that more likely than not, there will be a teacher that speaks to them.

The teacher-student connection is invaluable for some students, who may otherwise not have that stability. Teachers will stay positive for their students even when things can seem grim. A great teacher always has compassion for their students, understanding of their students’ personal lives, and appreciation for their academic goals and achievements. Teachers are role models for children to be positive, always try harder, and reach for the stars.

They Provide the Power of Education

Knowledge and education are the basis for all things that can be accomplished in life. Teachers provide the power of education to today’s youth, thereby giving them the possibility for a better future.

Teachers simplify the complex, and make abstract concepts accessible to students. Teachers also expose children to ideas and topics that they might otherwise not have come into contact with. They can expand on interests and push their students to do better.

Teachers don’t accept failure, and therefore, students are more likely to succeed. Teachers know when to push students, when to give a gentle nudge in the right direction, and when to let students figure it out on their own. But they won’t let a student give up.

Teacher provide guidance to students of all types.Teachers are able to see each child’s strengths and weaknesses and can provide assistance and guidance to either get them up to speed or push them higher.

They will help to reveal student’s best skills and teach valuable life skills as well, such as communication, compassion, presentation, organization, following directions, and more.

They are also a source of inspiration and motivation . Teachers inspire students to do well, and motivate them to work hard and keep their academic goals on track.

One of the most important parts of teaching is having dedication. Teachers not only listen, but also coach and mentor their students. They are able to help shape academic goals and are dedicated to getting their students to achieve them. Teachers have patience for their students and are understanding when a concept isn’t taking.

Teachers do what they do because they want to help others. They are not teaching for recognition or a paycheck but because they have a passion for youth and education. Teachers typically believe in the power of education and the importance of providing children with good role models and are teaching because of that belief. They are dedicated to the cause.

Finally, teachers’ dedication is shown by their ‘round-the-clock work habits. Teachers don’t stop working when the school bell rings. They are grading papers, making lessons, and communicating with parents after school and on weekends. Most teachers arrive earlier than school starts to set up their day and provide extra assistance to struggling students.

Teachers Play a Great Role in the Economic Development of the Country

Education is a fundamental aspect in the development of a country. If the youth of a society is educated, a future is born. Teachers provide the education that improves quality of life, therefore bringing so much to both individuals and society as a whole.

Teachers increase productivity and creativity of students and therefore, of future workers. When students are pushed to be creative and productive, they are more likely to be entrepreneurial and make technological advances, ultimately leading to economic development of a country.

The Most Important Characteristics of a Great Teacher

Teacher and student playing soccer and smiling

Photo by Sebastián León Prado on Unsplash

The following attributes make the difference between a good teacher and a truly great teacher who becomes an inspiration to their students..

Compassion: Compassion is important not only when dealing with the students but also other teachers, other school staff, and parents.
Passion for Learning and Children: Teaching can be incredibly stressful, so great teachers must have a deep passion to keep them going every day.
Understanding: Teachers need a deep understanding of where their students are coming from — their backgrounds, their struggles, and their abilities.
Patience: Patience is key. This is very true of teaching, and not just patience with the students! Teachers also need patience in dealing with the school system, bureaucracy, and parents as well.
Ability to Be a Role Model: Teachers must come into work every day knowing their students will soak up their actions like sponges. They must show how to be a good person not just by telling, but also by being.
Communication Across Generations and Cultures: Teachers need to be able to effectively communicate with students from multiple cultures and generations, as well as teaching staff and superiors with various backgrounds and from other generations.
Willingness to Put in the Effort: If a teacher doesn’t care or doesn’t make the effort, their students won’t either. If a teacher shows students that they do truly care, they’ll do the same.

How to Become a Teacher

Photo by Brooke Cagle on Unsplash

All this positive talk about teachers have you thinking you’re ready to become one the following steps will take you there., 1. get experience.

Before you start studying to become a teacher, be sure that you have the patience and temperament to work with children or teenagers for seven or more hours per day. If you still want to teach and make a difference but don’t think the traditional route will work for you, consider teaching after-school classes, coaching, or adult teaching opportunities.

2. Pre-K, K-8, or High School

This decision is an important one because it will make a difference for what degree or certificate you will need. Hopefully by now, you have some idea of the age group or subject matter you would like to teach. If not, get some experience to find out. For high school teachers, you’ll need to decide on a specialization during your studies.

3. Get a Degree

All full-time teaching jobs, even preschool, require degrees nowadays. University of the People in collaboration with the International Baccalaureate (IB) offers a Master’s Degree in Education that is 100% online, tuition-free, and US accredited. Any bachelor’s degree is accepted as a prerequisite so you can start your dream of becoming a teacher, no matter your background.

4. Get a Teaching Certificate

While some independent schools do not require a teaching certificate, the vast majority do. Some graduate programs will concurrently graduate students with a degree and a certificate at the same time but others will not. In some cases, you will only need a teaching certificate and not a degree, such as with teaching English.

Why are teachers important? Teachers truly are the backbone of society. They are role models to children, offer guidance and dedication and give young people the power of education. Because of teachers, countries are able to further develop socially and economically. Next time you or your community achieve something great, take a moment to think of and be grateful for the teachers who made it possible.

Our Mission

The Power of Teachers: The Opportunity to Shape Lives

George Lucas offers ideas for preparing educators for their all-important role.

The title conveys the highest responsibility of adults towards children. Apart from my parents, my teachers have done the most to shape my life. From kindergarten through college, their struggle -- and it was a struggle -- to help me grow and learn was not in vain. And I greatly appreciate their efforts.

There is no more critical need in our society today than preparing teachers who know their subject matter well and who understand the social and emotional needs of students. After decades of classifying or transporting students, or changing the textbooks and the tests, we now understand that the most active ingredients in improving schools are the knowledge and skills of our teachers. Education is now arriving at the same conclusion as other fields, such as business, medicine, the media, and the military: Investing in professional development should be the number one priority.

As schools of education and educational agencies move to develop a profession of teaching for the future, our Foundation hopes that greater emphasis will be placed on teachers:

spending more time, earlier in their student teaching, in direct contact with students in classrooms.
guiding students to use technology to find the latest information, assess its validity, and communicate with experts.
presenting curriculum that is both rigorous and integrated -- addressing, for instance, both history and science, as James Burke's Connections television series did so well.
understanding that students' attitudes and emotions need nurturing in the learning process. It's about their hearts, as well as their minds.

Investing in teachers and supporting their learning are the keys to improving our schools. We believe that teachers should themselves be learners because the current state of content knowledge, as well as our understanding about how to teach, improves constantly.

Those of us who make motion pictures are also teachers: teachers with very loud voices. But we will never match the power of the teacher who is able to whisper in a student's ear.

The teachers who inspired us, and even changed the trajectories of our lives

Rita Pierson leads off TED Talks Education, our first televised event, which will air on PBS on May 7. Photo: Ryan Lash

Rita Pierson is the kind of teacher you wish you had. An educator for 40 years, she is funny, sharp and simply has a way with words — so much so that today’s talk feels a bit like a sermon.

Rita Pierson: Every kid needs a champion

“I have had classes so low, so academically deficient that I cried. I wondered, ‘How am I going to take this group in nine months from where they are to where they need to be?” says Pierson, in this amazing talk . “I came up with a bright idea … I gave them a saying: ‘I am somebody. I was somebody when I came and I’ll be a better somebody when I leave. I am powerful and I am strong. I deserve the education that I get here’ … You say it long enough, it starts to be a part of you.”

Pierson’s talk will open our first-ever television special, TED Talks Education, which airs Tuesday, May 7 at 10/9c on PBS. It will be an exhilarating night, featuring talks from educators and innovators with bold ideas, plus performances from host John Legend. Set your DVRs and read lots more here »

In honor of Rita Pierson and TED Talks Education, I asked the TED staff: who is that one teacher who just really, truly influenced you?

“The teacher who changed my life was, serendipitously, my English teacher for kindergarten, 7th grade and senior year of high school. Ms. Barbato taught me how to write eloquently (I hope!), and she had this unexplained faith in me that really galvanized me as a student. What she taught me stuck with me through college and beyond.” — Olivier Sherman, Distribution Coordinator

“Mr. Eric Yang was only in his mid-twenties when I had him as my AP government teacher, but he was unforgettable. He was the first teacher I had who made keeping up with current events mandatory, forcing us to read news sources on our own time and not just from the textbook. He exuded discipline, and that was contagious.” — Thu-Huong Ha , Editorial Projects Specialist

“Mrs. Bailey was my English teacher. I loved her. I was the younger sister of an already very successful big sister, and that was a cloud over my head too. She held my hand and brought me into the sun with her love of the English language. She recommended books just to me, she made me feel special and I just couldn’t get enough of her. I went on a school trip to Amsterdam with her and she brought her husband, who was an artist. She changed my life.” — Juliet Blake , TED TV (who executive produced TED Talks Education)

“Mrs. Mendelson, my 8th-grade English teacher. This was my first year living in the U.S. I think she set the stage for future learning and she’s the main reason I have such good English right now, both written and spoken. So, thank you, Mrs. Mendelson.” — Ruben Marcos, intern

“I still recall how awesome my 6th-grade teacher, Mr. Fawess, was. Middle school in general is basically Hades. I was extremely small, super nerdy, and had a unibrow, asthma and glasses — plus I left school once a week to take classes at the local high school. I got picked on a lot. Mr. Fawess came up with all these ways to take my mind off that — he talked to me about bullying and how to let things roll off your shoulder and gave me books I could read outside of class. He got me thinking about college early and what kinds of subjects I was most interested in. I consider myself lucky to have had such an inspiring teacher. If only he had discouraged me from dressing up as the skunk in our annual school play.” — Amanda Ellis , TEDx Projects Coordinator

“Robert Baldwin’s class ‘Essay and Inquiry.’ Every day: Walk into class. Sit down. Look at the handout on every desk. Read it. Start writing. Class ends — stop writing. Every day. Except Wednesday, when we’d put the desks in a circle and everyone would read something they’d written. The prompts were everything from simple questions like, “What’s your favorite memory of trees?” to readings from Rachel Carson or W.B. Yeats or Orson Welles. It was a whirlwind of ideas, and the constant writing forced us to wrestle with them, and (tritely but correctly) ourselves. It was like a boot camp in thinking. People I know who took, and loved, that class went on to some of the most amazing careers. Every time we get together, we gush about the quiet, unassuming, force of nature that was Mr. Baldwin. He would have hated that last sentence, because the metaphor is strained. But he also taught us to ignore authority, so I’m writing it anyway.” — Ben Lillie , Writer/Editor

“Mrs. Lewis, my 5th-grade teacher, read to us every week. She made us put our heads on the desk and close our eyes and then read wonderful stories to us: The Golden Pine Cone , The Diamond Feather .. . It made our imaginations come alive.” — Janet McCartney , Director of Events

“My junior high school science teacher, Dr. Ernie Roy, with his outsized laugh and booming voice, was one of my very favorite teachers. He demonstrated to us how important we were to him by making what were obviously personal sacrifices on our behalf: when the lab needed equipment, we knew he had purchased some of it on his own; when we couldn’t get a bus for a field trip, he took a few of us in his own car (something which could have gotten him into quite a bit of trouble); and when a big science fair deadline loomed large, he opened the lab every weekend to help us with our experiments. At a point in my life when I didn’t have a lot of guidance or positive role models, he taught me a lot more than science; he taught me, by example, the power of sacrifice, discipline and self-respect.” — Michael McWatters , UX Architect

“Dr. Heller, my 10th-grade social studies teacher, taught me that passion is the key to learning. I had never met anyone from kindergarten to 10th grade that matched his raw passion for the meaning behind historical events, and it was so contagious.” — Deron Triff , Director of Distribution

“Rene Arcilla, a professor of Educational Philosophy at NYU, changed the way I think. Prior to that class, I hadn’t truly been challenged about what *I* actually thought — much of my educational life was about regurgitating answers. Rene was the first teacher who asked me questions that he/we didn’t know the answers to. Realizing that I had to actually provide the answers from within myself, and not look to an outside source, was very difficult at first. It was a muscle I had to build. I owe a lot of who I am today — and even this job — to the introspective, critical and philosophical thinking I learned from Rene’s classes.” — Susan Zimmerman , Executive Assistant to the Curator

“Mr. Downey — 7th- and 8th-grade Humanities. Still the hardest class I’ve ever taken! I’d credit Mr. Downey with helping me think more expansively about the world. Right before 8th-grade graduation, he showed us Dead Poets Society , and on the final day of class we all agreed to stand on our desks and recite ‘O Captain, my captain.’ It was all very dramatic and I think there were tears.” — Jennifer Gilhooley, Partnership Development

“I took my first painting class my sophomore year of high school and fell in love with it. My teacher, Ms. Bowen, told me I could use the art studio whenever I wanted to, and gave me access to all kinds of new paints and canvasses. I spent almost every lunch period there for a few years, and regularly stayed in the studio after school ended. One day, Ms. Bowen told me that a parent of a student I had painted expressed interest in buying the painting of her daughter. After that first sale, I painted portraits of kids in my school on a commission basis, and continued to do so for the remainder of my high school experience. Thanks to Ms. Bowen’s mentorship, I felt empowered to try to make money from something I was passionate about and loved to do. Here is one of the paintings.” — Cloe Shasha , TED Projects Coordinator

“I had a chemistry teacher, Mr. Sampson, who used to meet me at school an hour before it started to tutor me when the material wasn’t clicking. That was the first class I had ever really struggled with, and he made this investment to help me get through the material — but more importantly learn that I could teach myself anything.” —Stephanie Kent, Special Projects

“On the first day of my Elementary Italian Immersion class, I asked to be excused to use the restroom in English. Professor Agostini kept speaking rapidly in Italian as I squirmed in my seat. Since she seemed unclear about my request, I asked her again to no avail. Finally, I flipped through my brand-new Italian-English dictionary and discovered the words, ‘ Posso usare il bagno per favore .’ Suddenly, she flashed me a smile, handed me the key, told me where to go in Italian , and pointed to my dictionary so I could learn how to follow her directions. Even though I only studied with her for one semester, I will never forget that I emerged from her class knowing intermediate-level Italian.” — Jamia Wilson, TED Prize Storyteller

“My history teacher in high school, Mr. Cook, challenged us to think hard about what happened in the past and directly related it to what was happening around us. He gave us ways to try and predict what could happen in the future. He was the first person to make me take ownership of what it meant to be a citizen and the social responsibility that came with that. Because he taught ‘World History’ rather than a regionally specific class, we learned extensively about other countries, and I am convinced he is the reason that I went abroad to Ghana in college and I am now still an avid traveler today.” — Samantha Kelly, Fellows Group

“The professor who taught me Intro to Women and Gender Studies my sophomore year of college completely changed my framework for thinking about human relationships within a hierarchy. She brought coffee and tea to class for us every morning to congratulate us for being so dedicated to learning as to choose an 8:30 a.m. class. When I emailed her to say I’d be out sick, she sent me a get-well e-card. And when, in a fit of undergraduate irresponsibility, I simply failed to do an assignment, she wasn’t the least bit mad — instead, I received a phone call from her a week after the end of the semester informing me that, because I’d done such good work, she couldn’t bear to give me the B+ I numerically deserved. It was incredible to see how fully she lived the subject she taught; the philosophy of compassion and equality.” — Morton Bast , Editorial Assistant

“My high school photography teacher, Susan Now. I’m convinced that the support I got from Susan got me through high school. Two years later, when I was freaked out about transferring colleges, I, without hesitation, called her for advice. She made me feel comfortable and challenged me to speak up and be confident with expressing myself as a student. So valuable!” — Ella Saunders-Crivello, Partnerships Coordinator

“Cliff Simon, one of my college professors, taught me that wisdom is the greatest pursuit, our skills and passions are transferable, and that fear will only ever always hold us back. To this day, he’s a great mentor. We’re now great friends, and I even officiated his wedding ceremony.” — Jordan Reeves, TED-Ed Community Manager

“My 10th-grade biology teacher spoke and interacted with me like I was a grown-up individual and not one of a batch of ‘kids.’ He made us all fascinated with the subjects he taught because he spoke to us not at us. I always worked hard to match that capacity that he saw in me. He was only in his 50s when, a few years after I graduated, he died suddenly of a heart attack. Lots of sad former students.” — Ladan Wise , Product Development Manager

“Stephen O’Leary, my professor and mentor at the University of Southern California, showed me that the quality of my thinking could be directly traced to the quality of the authors I referenced in my bibliography. This realization motivated me to both seek and challenge everything I have read ever since. This habit likely played a part in me finding myself so passionate about being a part of TED.” — Sarah Shewey , TEDActive Program Producer

“My high school art teacher was equal parts smart and silly, and always insightful. Mr. Miller showed a bunch of restless seniors that art class wasn’t just about memorizing which painters influenced which periods. Instead, he taught us that art was — at its core — an exciting way to touch both the head and the heart. Mr. Miller took our class to the Met in New York one warm spring afternoon, a trip I’ll never forget. Great art, he told us, was about great ideas, and not simply the pleasing arrangement of color, shape and form. Thank you, Russ Miller.” — Jim Daly, TED Books

“Mrs. Presley, my 1st-grade teacher, advanced my reading skills to full-on chapter book independence … and for that I’ll be forever grateful! But the most valuable gift she gave me was self-esteem. At my school, we’d bring a brown bag lunch with our name written on the bag. I always wanted a middle name like the other kids, and this daily ritual made me feel the lack. I must have let my mom know, because she started to write middle names on my bag. At first it started: ‘Marla Ruby Mitchnick.’ Then ‘Marla Ruby Diamond Mitchnick,’ and then ‘Marla Ruby Diamond Violet Mitchnick,’ and so on. Mrs. Presley never skipped a single syllable — she just read it straight through, and I felt like a beloved and fortunate person with a beautiful name, surrounded by wonderful friends.” — Marla Mitchnick , Film + Video Editor

“I signed up for Journalism 1 in high school having no idea what I was getting myself into. Marcie Pachino ran a rigorous course on the joys of telling other people’s stories and on the extreme responsibility that comes with reporting news that might otherwise go unheard. She was kind and inspiring, but wouldn’t hesitate to give you an edit of an article that simply read ‘Ugh’ in big red letters. The key: you always knew she was right. I went on to become a journalist professionally and, in all my years of writing, I’ve never encountered a more demanding editor.” — Kate Torgovnick, Writer (the author of this post)

“Professor Stephen Commins completely changed my learning experience at UCLA. He pushed the boundaries of what I thought I could accomplish as an undergrad, and having him as my research professor improved my quality of education tenfold. I’ll never forget in my last lecture with him, he left our class with this piece of advice: to work on poverty domestically before attempting to help those abroad, because you aren’t truly a development professional until you have done both.” — Chiara Baldanza, Coordinator

“My high school English teacher Veronica Stephenson went above and beyond to allow me the opportunity to dive into theater and acting in a very underfunded arts community. She saw passion in me, and engaged it by spending a lot of her own time and effort to help me pursue something I loved. I learned so much from her and got more personalized experience than I probably would have from a more arts-focused curriculum due solely to her faith in me.” —Emilie Soffe, Office Coordinator

Now it’s your turn. Who is the teacher who most inspired you? Please share in your comments.

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The importance of teachers in our society.

In many professions, it’s easy to overstate the importance of the job. But in the case of our educators, it’s more likely that people will underestimate the importance of teachers in our society.

For those who have dedicated their lives to teaching others, it’s good to reflect on the vital importance well-educated , quality teachers play in shaping the world around us.

Taking on the task of shaping young minds is a big responsibility. To say that teachers can change lives is not an exaggeration. Consider some of the following vital roles that truly illustrate the importance of teachers.

Importance of Teachers as Role Models

It’s interesting that so much public debate centers around celebrities, athletes and even politicians serving as role models. The truth is, outside of their own home, one of the biggest role models in a young person’s life is standing at the front of the classroom.

Teachers are people to look up to and emulate. Nearly everyone has a teacher (in many cases, quite a few teachers) who they admired and who provided them with an example of how to conduct themselves.

[maxbutton id=”2″ url=”https://online.merrimack.edu/m-ed-in-secondary-education/” text=”EDUCATION DEGREE” ]

Power of Education

Teaching students information in a way that they will remember and put to use is one of the greatest gifts anyone can give to another person. Doing so opens students’ eyes to new ways of looking at life. While so much emphasis today is on learning the hard skills necessary to excel in a certain profession – particularly in the postsecondary environment – much of the “life-changing stuff” happens in the younger years as children accumulate knowledge at the hands of a good teacher.

Yes, schools have guidance counselors. But almost every teacher will find themselves approached by students in one way or the other. They seek advice on everything from academic interests to issues related to their personal lives. Within the classroom, teachers also serve as a sounding board for students’ thoughts on everything from historical events to the meaning found in a literary work. Teachers also provide guidance on pursuing higher education and participating in events that encourage growth in a young person. The importance of teachers as guides for children as they consider furthering their education is immeasurable.

Dedication

The best teachers also inspire their students to work harder and push themselves. They encourage students to understand the importance of dedicating themselves to passion projects or endeavors. And success builds upon success. The more a student pushes themselves to accomplish their goals, the more they realize what they are capable of doing.

How can anyone put a value on something like that?

Teaching can be a tough, complex job. As with any profession, there are days that are hard to get through. But for those who have committed their lives to the profession, they are joining the ranks of some of the brightest minds – and most important people – that students will come across in their lives.

Are you ready to become a teacher and inspire your students to work harder and reach their goals? Learn about the various Masters in Education Programs offered online at Merrimack College or apply today !

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School Education /

Essay on Teacher: Our Friend, Philosopher and Guide in 100, 250 & 300 Words

Updated on
Mar 22, 2024

Teachers are like the guiding stars in our educational journey. They shine our path with knowledge and encouragement. A teacher is a person who helps us learn and grow. They are the ones who guide us through our education and help us to become the best versions of ourselves. Teachers come in all shapes and sizes, but they all have one thing in common: they are passionate about teaching. In this blog, we’ll explore the enchanting role of teachers through the eyes of a student, celebrating their invaluable contributions to our lives.

Table of Contents

1 Why are Teachers Important?
2 Sample Essay on Teacher in 100 Words
3 Sample Essay on Teacher in 250 Words
4 Sample Essay on Teacher in 300 Words

Why are Teachers Important?

Teachers help mould today’s youth into the responsible adults of tomorrow. What teachers teach the children at their young age, makes an impact on the students that stays with them for the rest of their lives.

The power of moulding the next generation into great leaders lies in the hands of teachers. This holds the potential of uplifting the society in the near future. Indirectly, teachers are the key to transforming millions of lives all around the globe.

Sample Essay on Teacher in 100 Words

A teacher is a person who helps us understand ourselves. They are the supporters who help us through tough times. Teachers are important because they help us to become the best versions of ourselves. They are like superheroes with the power to ignite our curiosity and help us grow. They teach us numbers, alphabets, and fascinating stories. They are patient listeners, ready to answer our questions and wipe away our doubts. They inspire us to dream big and show us that with hard work, we can achieve anything. A teacher’s love is like a warm hug that makes learning exciting and enjoyable.

Also Read: Teacher Self Introduction to Students and Samples

Sample Essay on Teacher in 250 Words

Teachers are magical beings who turn the pages of our books into captivating adventures. Teachers create colorful classrooms where learning becomes joyous. Their dedication is seen when they explain complex problems in simple ways and solve problems in math and science. With smiles on their faces, they teach us history, nurture our creativity through art, music, and storytelling, and help us express our feelings and thoughts.

Apart from books, teachers also impart life lessons. They teach us to be kind, respectful, and responsible citizens. They show us the value of friendship and the importance of helping others. Teachers celebrate our achievements, no matter how small, and cheer us on during challenges.

A teacher is a person who has a profound impact on our lives. They are the ones who teach us the things we need to know to succeed in life, both academically and personally. They are also there to support us and help us through tough times.

There are many different qualities that make a good teacher. Some of the most important qualities include patience, understanding, and a love of teaching. Good teachers are also able to connect with their students and make learning fun. A good teacher can make a real difference in a student’s life. They can help students develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

Sample Essay on Teacher in 300 Words

In a world, teachers are essential as they bridge the gap between the unknown and the known. They take the time to understand each student’s unique needs and help them modify and hone their skills. In this process of our learning, they become a friend, philosophers, and guides.

Teachers are more than just knowledge sharers. They are like gardeners, nurturing the seeds of kindness, respect, and responsibility in a student’s heart. They teach us to be a good friend and have empathy. They also encourage us to care for our planet, reminding us that we are its custodians.

As we journey through school, teachers become our guides, showing us the various paths we can take. They encourage us to discover our passions, whether it’s solving math puzzles, painting masterpieces, or playing musical notes. They celebrate our victories, whether big or small and help us learn from our mistakes, turning them into stepping stones toward success.

A good teacher can make a real difference in a student’s life. They can help students to develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

I am grateful for all the teachers who have helped me along the way. They have taught me so much, and they have helped me to become the person I am today. I know that I would not be where I am without them.

Remember, each day with a teacher is a new adventure, a new opportunity to learn, and a new chance to grow. So, young learners, let’s raise our hands and give a cheer to our teachers, the real-life magicians who make education a truly enchanting place to live.

Also Read – Self Introduction for Teacher Interview

Rajshree Lahoty

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Importance of Teachers in our Lives

Are you looking for an essay or speech on the topic of the importance of teachers in our lives? Here is an essay you can use or even convert into a speech for teachers day.

Importance of Teachers in Students' Life

Importance of teachers as a role model, importance of teachers in nation building, importance of teachers in india.

Common problems faced by teachers, teachers personality and maladjustment, rules and regulations of eligibility test for primary teachers, how can teachers teach in an interesting way, how to maintain a good relationship between teachers and students, tet - teachers eligibility test 2011, situation of teachers in present time and qualities of ideal teacher and ideal students, teachers our unsung heros, recruitment system of teachers in andhra pradesh 2011, diploma and training programs for teachers, professionals and parents in learning disability.

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Importance of Teachers in Life – Essay

Category: Essays and Paragraphs On April 6, 2019 By Swetha

A teacher is an important role model in our life. We all have teachers who have inspired us and played a crucial role in who we are today. Education is an integral part of our life and teachers are the most important persons in those systems.

One of the first things that we do in life as children is to join school. Schooling is the beginning of the long process of education that prepares us for the work life that comes after. Throughout this rather exhaustive journey, we have a teacher who guides us along the way.

A teacher is an educator who helps us in acquiring knowledge, skills and values . The duty of the teacher does not end with merely educating us. They come a long way in shaping us as individuals.

Learn concepts : Teachers teach us concepts and subjects that set on the course of formal education
Learn discipline : They impart the values of discipline like being punctual, respect and so on in us at a very young age
Learn language : For many of us, learning of other languages like English, other than our mother tongues are often initiated by our teachers
Guidance : They are a source of guidance for us and help us make proper decisions in life
Support : They support us in our decisions by giving us ideas and means to achieve our goals. They also help us in arriving at solutions for our problems
Inspiration : Teachers are also sources of inspiration and they act as role models for many of us at the very young age
Motivation : They are strong sources of motivation for our endeavours and encourage us to give our best
Shape attitudes : Teachers play a very important role in shaping the attitudes of the child and help them to develop positive and socially appropriate one
Focus on education : They help us to stay focused on our academic education and shape the future academic targets
Good habits : We learn good habits like reading, being punctual and so on through our teachers
Good behaviou r: Teachers help develop good behaviour like thanking people for helping us, or helping other people or apologising for our mistakes from our teachers
Develop morals and values : Teachers inculcate morals, values and ethics in us which come a long way in life
Develop life skills : They play a very instrumental role in helping us develop life skills like problem solving and critical thinking that come a long way in life
Develop Leadership qualities : Children today are the leaders of tomorrow and teachers play a very important role in shaping those leadership skills in children
Mentors : Teachers can be strong mentors who shape us and can have lasting impact on our lives
Engagement in extracurricular activities and sports : Teachers also guide us in physical activity and sports
Higher learning : Teachers guide us in the process of higher learning, beyond school and under graduation
Mould growth of the child : A teacher plays a very important role in shaping the growth of children as they have a very strong impact during the growing years
Prolonged impact on individuals : A teacher tends to have a lasting impact on children through one way or the other- their academic orientation, their charisma, their leadership skill and so on
Source of care and affecti on: Teachers are also like another parent for the students and are a source of care and affection in school
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Essay on Role of Teachers in our Life

Essay on Role of Teachers | Importance of Teacher’s Guidance in Shaping the Future of Nation

Teachers are the greatest persons in our lives. They have tremendous role in every part of our life. There are many roles that a teacher plays in the life of a student. Some of the most important roles are mentorship, guardianship, role model, friend and imparting knowledge. A teacher is responsible for the academic as well as the overall development of the student. They guide the students on the right path and help them to build their confidence. They are the builder of a nation.

Role of Teachers in Shaping the Life of Students

This is the most important role of a teacher. A teacher is responsible for imparting the knowledge to the students. They prepare the lesson plans and deliver the lectures.

Mentorship: Teachers not only impart the knowledge but also contribute the mental development of a student. They act as a mentor for the students. They help them to overcome their difficulties and motivate them to achieve their goals in life.

>>>> Read Also : ” Essay On My Hero is My Father “

Guardians: Teachers are not only responsible for the academic but also for the overall development of the student. They guide the students on the right path and keep an eye on their behavior. They act as a guardian for the students.

Role model: Teachers are the role model for their students. The way they dress, talk and behave influence the students. They set an example for their students to follow.

True Friends: At times, students feel lost and alone. They need someone to talk to and share their problems with. That’s where the teachers come into play. They act as a friend for the students and help them out in their time of need.

Personality Development: A teacher helps the students to develop their personality. They inculcate good habits in them and teach them how to behave in society.

Building Character: A teacher helps the students to build their character. They teach them the importance of honesty, integrity and hard work.

Building Confidence: A teacher helps the students to build their confidence. They provide them with the necessary support and encouragement.

Creating Interest in Studies: A teacher plays an important role in creating interest in studies among the students. They make the subject interesting and interactive.

Maintaining Discipline: A teacher is responsible for maintaining discipline in the classroom. They ensure that the students follow the rules and regulations.

Encouraging creativity: A teacher encourages the students to be creative and think out of the box. They provide them with the necessary freedom to explore their potential. The role of teachers is very important in the students life. They have a tremendous impact on the overall development of the student.

>>>> Read Also : ” Essay On Society, Concept Role & Importance “

Therefore, we can say that teachers are the backbone of our society. They contribute in every possible way to the development of a student. We should be grateful to them for all that they have done for us.

Essay on Role of Teacher in our Life

T eachers play a significant role in shaping our lives and guiding us towards a better future. They are not just individuals who impart knowledge, but they also serve as mentors, motivators, and role models for their students.

One of the primary responsibilities of a teacher is to provide education. They use various methods and techniques to make learning interesting and engaging for students. Teachers also have the crucial task of identifying the strengths and weaknesses of their students and providing personalized attention to help them excel in their studies.

Teachers are not just limited to teaching academic subjects; they also play a vital role in imparting essential life skills. In today’s fast-paced world, where children are often under immense pressure and stress, teachers can guide them on how to manage time, handle stress, and develop critical thinking skills.

Moreover, teachers also play a crucial role in instilling moral values and ethical principles in their students. They not only teach them the importance of honesty, integrity, and respect but also lead by example through their actions. Teachers serve as positive influences that shape the character and behavior of their students.

Apart from academic and personal development, teachers also have a significant impact on the career choices of their students. They provide guidance and counseling to help students explore their interests, talents, and passions. Teachers also introduce students to various career opportunities and provide them with the necessary knowledge and skills to pursue their chosen paths.

In addition to all these roles, teachers also act as facilitators of learning. They create a safe and inclusive environment where students feel comfortable expressing their thoughts and ideas. Teachers also encourage collaboration and teamwork among students, teaching them the value of working together towards a common goal.

In conclusion, the role of a teacher in our lives is invaluable. They are not just educators but also mentors, motivators, and role models who shape our minds, character, and future. We must appreciate and respect the dedication and hard work of teachers, as they continue to play a crucial role in society. So, it is our responsibility to support and encourage them in their noble profession for the betterment of our lives and society as a whole.

The role of a teacher in my life essay would typically discuss how a teacher imparts knowledge, instills values, and guides personal growth, emphasizing their influence and importance in one’s educational journey.

Teachers play a crucial role in our daily lives by providing education, imparting skills and knowledge, and contributing to personal and societal development.

The role of a teacher in a student’s life is to educate, inspire, mentor, and guide students in their academic and personal growth. Teachers offer support, knowledge, and guidance to help students succeed.

The main role of a teacher is to facilitate learning by delivering educational content, fostering critical thinking, encouraging curiosity, and providing guidance and support to students in their pursuit of knowledge and personal development.

Essay on Importance of Great Teachers in Life

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Home — Essay Samples — Education — Importance of Education — Importance of Education in Life

Importance of Education in Life and for Our Future

Categories: Importance of Education Knowledge

About this sample

Words: 624 |

Published: Dec 18, 2018

Words: 624 | Page: 1 | 4 min read

Outline of importance of education, importance of education essay example, introduction.

Education as a gateway to the future
The value of education
Importance of discussing education in life

Education's Role in Society

Contribution to societal development
Utilization of technology in education
Technology's impact on personal empowerment

Challenges in Third-World Education

Obstacles to accessing education
Cost of schooling
The example of education in Ghana

The Ultimate Apparatus for Personal Empowerment

Education as a tool for progression
Appreciating the opportunities provided
The importance of taking action on knowledge

Works Cited

Bernstein, M. (2020). Global survey shows 48% of students using desktop computers in the classroom. eSchool News. [Online]. Available: https://www.eschoolnews.com/2020/06/02/global-survey-shows-48-of-students-using-desktop-computers-in-the-classroom/
Yuthas, K. (2020). The state of education in Ghana: Assessing the challenges and opportunities. World Education Blog. [Online]. Available: https://gemreportunesco.wordpress.com/2020/10/12/the-state-of-education-in-ghana-assessing-the-challenges-and-opportunities/

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Essay on the importance of teachers in our life.

The birth anniversary of the first vice president of india, dr. s. radhakrishnan is celebrated as teachers day, on the 5th of september, every year. this shows the importance the nation attaches to the contribution of teachers to the lives of students. knowledge is the most important tool in the life of human beings. as we grow up, we tend to learn on our own, but initially, teachers play a vital role in helping students acquire knowledge. teachers help in the overall development of children, teachers help students develop writing skills, oratory skills, and leadership skills. teachers teach children on the importance of inculcating moral values, discipline, determination, right decision making, dedication, honesty, and empathy. teachers mold the students into valuable citizens of this country. human resources are the most important resource of a nation, teachers are the backbone of a nation for making sure that children grow up into great citizens who make invaluable contributions to the growth of the nation..

Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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The Importance of Teachers in Our Lives Essay

Table of Contents

The Importance of Teachers in Our Lives

Education is the foundation of society, and teachers are the architects who shape the future. Their role in our lives cannot be overstated, as they play a pivotal role in nurturing minds, fostering values, and guiding us towards becoming responsible and informed individuals. This essay delves into the multifaceted importance of teachers, exploring their influence on academic, personal, and societal levels.

Academic Guiding Lights:

Teachers serve as the primary facilitators of knowledge dissemination. They possess the ability to transform complex subjects into understandable concepts, catering to the diverse learning needs of their students. Whether it’s explaining mathematical equations, dissecting historical events, or unraveling scientific phenomena, teachers have a unique knack for making learning engaging and accessible.

Their role goes beyond delivering lectures; they create a nurturing learning environment that encourages critical thinking, curiosity, and exploration. This environment empowers students to ask questions, seek answers, and develop a genuine passion for learning. Without the guidance of teachers, education would lose its personal touch and become a mere transaction of information.

Furthermore, teachers provide invaluable guidance when it comes to academic decision-making. They help students choose the right courses, offer insights into career paths, and even provide mentorship for higher studies and research. In doing so, they open doors to opportunities that can shape the trajectory of a student’s academic journey.

Character Builders:

Education is not just about accumulating knowledge; it’s also about building character. Teachers play an integral role in shaping the values, ethics, and morals of their students. Through their words, actions, and interactions, they model behaviors that students often emulate. This influence helps in instilling qualities like empathy, integrity, and respect for others.

Teachers are also instrumental in fostering social skills and emotional intelligence. In classrooms , students learn to collaborate, communicate, and resolve conflicts – skills that are crucial for success not only in academics but also in the professional world. By creating an inclusive and supportive environment, teachers teach us the importance of cooperation and unity in a diverse society.

Mentors and Inspirations:

Every student encounters challenges, doubts, and setbacks on their educational journey. Teachers step in as mentors, providing guidance, reassurance, and encouragement. Their belief in students’ potential can make a significant difference in their self-confidence and resilience. A teacher’s encouragement during difficult times can motivate a student to persevere and overcome obstacles.

Beyond academics, teachers often serve as role models and sources of inspiration. They embody the values they teach, showing students that success is a result of hard work, dedication, and continuous learning. Many students remember a particular teacher whose passion and commitment ignited their own passions and aspirations.

Agents of Societal Progress:

The impact of teachers goes beyond individual lives; it extends to the betterment of society as a whole. Teachers have a hand in nurturing the next generation of leaders, innovators, and responsible citizens. A well-educated populace is essential for societal progress, and teachers are the key contributors to this goal.

Furthermore, teachers have a significant influence on shaping social attitudes and behaviors. Through their lessons, they can promote tolerance, diversity, and cultural understanding. By discussing important issues and fostering critical thinking, teachers contribute to creating informed and engaged citizens who can contribute positively to society.

Conclusion:

In a world constantly evolving with technological advancements and cultural shifts, the importance of teachers remains steadfast. They continue to be the guiding lights who illuminate the path of knowledge, character, and societal progress. The importance of teachers in our lives cannot be overstated – they are the pillars upon which education and personal development stand.

As we celebrate the indispensable role of teachers, let us reflect on the immense impact they have had on our lives. From the first day of school to the last day of university, teachers shape our thoughts, beliefs, and actions. It’s not just the subjects they teach but the wisdom, guidance, and care they provide that make them true champions of education. Let us honor their dedication by recognizing their significance and continuing their legacy of enlightenment and empowerment.

Read More: 10 lines on My Teacher in English

Role of Teacher in our Life

Teachers play an essential role in everyone’s life. Not only do they teach us in schools but we also learn many useful things like moral values, social etiquette’s, how to treat others & be friendly with our classmates.

It is granted that technology has opened the door of new learning & has also changed the course of education. But a good teacher has the power to change our life, ignite us in the most perfect way.

Teachers’ Day – 5th September

A teacher is a significant part of our life. All over India, Teachers’ day is celebrated on 5th Sep every year for showing due respect to all the teachers in the country.

This marks the birth anniversary of our first Vice-President & the second President of India, Dr. Sarvepalli Radhakrishnan.

Make learning a fun
Draw Real-life connections
Encourage Students
Change the Scenario of life
Track Improvement & Set Performance Goals

Role of Teacher in a Student Life

1. Make learning a fun

Their main task is not only teaching but also preparing children for a better tomorrow. Rather than explaining concepts through large boring lectures in a technical way they make their class exciting & fun.

2. Draw Real-life connections

Good teachers are the closest companions of the children. They make learning easier by connecting different subjects to real-life situations.

They cite examples & demonstrate how the most difficult topics can easily be understood by relating to everyday life and how it can be useful in the future.

3. Encourage Students

Teachers encourage students to grow more as they often look to their teachers for the things to get approved. Words of appreciation like ‘come on,’ ‘good job,’ ‘well done,’ and ‘keep it up’ do wonder in the encouragement of students. These right words mean worth a lot in their life.

Apart from teaching, they always guide and motivate in accomplishing our most significant achievements. Whenever we fail, they stand with us, encourage us, and boost our confidence until we succeed again.

They always show us the best path in our life. They always try to help students beyond their capabilities.

4. Change the Scenario of life

It is well said that ‘the future development of a nation truly lies in the hands of good teachers.’ What we become in life depends on the good education given by our teachers. They impart data & information in the brains of children to analyze the situation.

Analyzing what is essential is the most crucial thing we learn from teachers. From an unshaped stone, they make a beautiful statue. They make us more knowledgeable and enable a proper flow of knowledge from one generation to another.

5. Track Improvement & Set Performance Goals

Good teachers always remind their students that they have come a long way from where they’ve started. By setting short-term goals, emphasizing improvement, keep self-evaluation they monitor every minute progress of the children & act as a confidence booster.

Teachers also help them by setting smart goals that can be easily achieved. They create challenging assignments for students that help them in solving difficult conditions in life.

Why teachers are important in our life?

A child, when comes in this world, knows nothing. He learns everything from the environment & society. From the teacher, he gains knowledge & education, which isn’t possible if there is no guidance provided.

Just like our parents, teachers are also important in our life. They teach us the wisdom in doing everything. They give moral support and encourage us to live equally in this society and treat everyone equally.

They teach us the importance of life and show us the right track to ensure that we are capable enough to survive in this society.

A teacher is not only the person who teaches syllabus to students. Right from pre-schooling to colleges & universities, they play an essential role in shaping the future of students.

Inside the classroom, they act as a strict teacher, and once they step out of class, they behave like a kind-hearted friend, crack jokes, share some space & even enjoy the fun with us.

Children begin accentuating the world around them. Teachers are more than tutors in our life. Their role is not only up to classrooms & school but also extends beyond this.

Teachers make the world a better place to live in. It can be rightly said that teachers are a great role of teacher in our Life in an individual life.

Before going to the classroom, we greet them, pay regards & show respect to them. Beyond that, teachers serve many other roles in the classroom.

They set a tone of the school, mentor & teach children & nurture them well. That’s why the role of the teacher as a moral guide is critical in one’s life.

Today we should know that only teacher can change the economic, moral & social life of an individual. We should need to respect them by appreciating what all they do for us. And pay them regards by giving them the gift of becoming a good human being.

Therefore, it is said that teaching is an profession that teaches & creates all other trades.

Also Read :- Importance of Knowledge In Learning

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Essay on Importance of Teachers in Our Life

Every student at some point or another has had a teacher that made an impact on their life. Whether it was as a student or educator, many of us have been influenced by the lessons we were taught by our teachers. Here is a blog article about the importance of teachers in our lives, and why it’s important to make sure that you have someone to look up to.

Table of Contents

Importance of Teacher In Our Lives Essay For Students

What is a Great Teacher?

A great teacher is best one, who can make a difference in student’s life. They are able to impart important knowledge and essential skills that will help students to be successful in their life. A great teacher isn’t just a person who teaches them their syllabus, but they also care for the future of their students. They always have the keen interests at heart for their students and always go above and beyond for students.

The great teachers not only know the material, but they have ability to see the potential of a student. They are great mentors who can help their students to find their passion and realize their dreams . A great teacher is a professional one to create a sense of community among their students. They always know how to connect their students on a personal level and how to build a relationship that will help them lifetime.

The Importance of Teachers in Our Lives

A teacher is one of the important in everybody’s life. They teaches us the fundamentals and basics of the life. They build social skills among us and teach us how to be good responsible citizen to gain success in our life. Teachers help us to learn about ourselves and our place in the universe. Undoubtedly, our life would be drastically different without the guidelines of our teachers.

Teachers and their Impact on Society

Undoubtedly teachers have a profound impact on society. They are the persons who help mold young minds and impart very essential life lessons to their children and these students become productive members of the society.

Great teachers can make a significant difference in the lives of their students. They provide them with important intellectual and moral education, which can help them succeed in life. They also instill in their students the desire to learn and be successful .

A great teacher can change the course of a student’s life. They encourage their students to aim high and work hard for their goals. A great teacher is not only an educator, but also a role model for their students.

There are many benefits that come with having a great teacher in one’s life. They provide guidance and support during difficult times. They are always willing to listen and offer advice when needed. Great teachers inspire their students to be better people, and help them develop strong character traits.

Teachers and Their Impact on Education

There are few things in life that are more important than education. Without it, people cannot function effectively in society or even in their own lives. It is for this reason that teachers have such a significant impact on the lives of their students. In fact, it is often said that a great teacher can change a person’s entire life.

There are countless reasons why a great teacher is so important. First and foremost, they provide essential knowledge and skills that a person needs to functioning successfully in life. They teach students how to think critically and solve problems, how to work cooperatively and how to interact effectively with others. They also help students develop a lifelong love of learning, which is invaluable in the modern world.

Above all else, great teachers make a difference in the lives of their students. They give them hope and encouragement when times are tough, and they help them develop lasting relationships with other people. A great teacher is truly someone who has enriched the lives of many people, and it is impossible to put a price on that importance.

Teachers are one of the most important people in a person’s life. Not only do great teachers help mold their students into productive adults, but they also provide guidance and support when no one else is available. Teachers make a significant impact on the path a person takes in life, and it’s important to take the time to appreciate all that they do for us. Thank you, teachers, for everything!

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

Essay on Life Lessons | Great Lessons Shared by a Teacher

Speech on Importance of Teacher in Our Life

Teachers hold a special place in our lives. They guide us, inspire us, and help us understand the world better.

Without teachers, learning would be a tough task. They make difficult subjects easier and shape our minds for a bright future.

1-minute Speech on Importance of Teacher in Our Life

Ladies and gentlemen, respected dignitaries, and dear fellow students, today I stand before you to speak on the topic ‘Importance of Teachers in Our Life’. A teacher is not only a person who imparts knowledge but also the one who inspires us, guides us, and helps shape our lives.

From the moment we step into a school, it is the teacher who helps us grow both academically and as a person. They are the ones who introduce us to the world of knowledge and set the foundation for our learning. In our formative years, teachers play a crucial role in molding our thoughts, shaping our views, and nurturing our ideas.

As we progress through school, we come across various teachers who specialize in different subjects. Each one of them contributes in their unique way towards our all-round development. Teachers ignite the spark of curiosity in us, encourage our creativity, and fuel our imagination. They introduce us to the joy of learning, the excitement of discovering new things, and the satisfaction of achieving our goals.

Apart from academic learning, teachers also impart essential life skills such as teamwork, discipline, problem-solving, and time management. They instill values like honesty, respect, and empathy in us, which help us navigate through the complexities of life. Through their warmth, understanding, and patience, they create a safe and nurturing environment where we can learn, grow, and thrive.

In our journey of life, we come across various mentors and guides, but the influence of a teacher remains unparalleled. They are the unsung heroes who work tirelessly to make a difference in our lives, and their hard work and dedication deserve our heartfelt gratitude.

In conclusion, teachers play an invaluable role in our lives. They are the architects of our future, and their teachings remain engraved in our hearts forever. Let us take a moment to thank every teacher who has been a part of our journey and appreciate their selfless contributions.

2-minute Speech on Importance of Teacher in Our Life

Ladies and gentlemen, respected dignitaries, esteemed teachers, and my dear friends, I am extremely delighted and grateful for the opportunity to speak before you today on an immensely significant topic – ‘The Importance of a Teacher in Our Life’.

We all know that teachers hold a prominent place in our lives. They are responsible for shaping our minds, molding our character, and guiding us towards the path of wisdom, knowledge, and success. Behind every successful person, there is a teacher who has invested their time, energy, and love to help them reach their full potential.

To begin with, let us take a moment to acknowledge the herculean task that teachers undertake daily. They wear multiple hats – they serve as our educators, mentors, counselors, and friends – all to ensure that we become better individuals and responsible citizens. With their unwavering patience, they teach us subjects that range from the simple to the complex, from basic manners to intricate theories, and from learning the alphabet to understanding the nuances of literature, science, and mathematics.

Furthermore, teachers play a crucial role in fostering a love for learning within us. By employing innovative teaching methods, they make the process of education enjoyable and engaging. When we find a subject difficult or uninteresting, it is often the passion, creativity, and dedication of a teacher that can reignite our interest and drive us to excel in that field. Teachers also recognize our unique strengths and weaknesses, and they take it upon themselves to provide us with personalized guidance and constructive feedback, which ultimately helps us to grow and succeed.

Beyond academics, teachers are instrumental in instilling moral values, ethics, and principles in us. They help us differentiate between right and wrong, good and bad, and they encourage us to make wise decisions. Through their words and actions, teachers inspire us to be honest, disciplined, empathetic, and kind, not only in school but also in every aspect of our lives. By nurturing our emotional intelligence and social skills, they enable us to build strong relationships and face challenges with a positive attitude.

Moreover, teachers serve as invaluable role models for us, showcasing the power of hard work, dedication, and perseverance. Their unyielding belief in our abilities motivates us to dream big and strive to achieve those dreams. They celebrate our successes, guide us through our failures, and support us in our endeavors to grow intellectually and personally. And as we move forward in life, we carry with us the memories and lessons of those teachers who have left an indelible mark on our lives.

In conclusion, the importance of a teacher in our life cannot be overstated. They form the backbone of our educational system and play a pivotal role in shaping the future of nations. As we celebrate the spirit of teaching, let us remember that the influence of a great teacher can never be erased. They are the architects of our futures, the torchbearers of knowledge, and the unsung heroes who dedicate their lives to enlightening and empowering others.

Let us take this opportunity to express our gratitude towards all the teachers who have touched our lives, inspired us, and contributed to our growth. May we never forget the sacrifices they have made, the lessons they have taught, and the wisdom they have shared with us. And as we continue on our journey of learning, let us honor their legacy by striving to be better students, better citizens, and better human beings.

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The University of Chicago The Law School

Geoffrey stone marks a half century of teaching.

When Geoffrey R. Stone, ’71, started his senior year at the University of Pennsylvania in 1967, he had no idea what he would do next. It was the height of the Vietnam War and like many of his male classmates, he thought about attending graduate school. But he was not sure what he wanted to study. Anthropology seemed to pull him, but he ultimately chose the law because he felt it could be used as a vehicle for social change.

Fast forward to today, and Stone, the Edward H. Levi Distinguished Professor of Law, is a preeminent authority on civil rights and constitutional law and one of the nation’s best-respected civil libertarians.

The impact he has had in the world of academia and beyond cannot be overstated. In just the past ten years, Stone was called on by President Obama to examine the country’s national security policy in the wake of the Edward Snowden leak, helped guide the White House in addressing sexual violence on college campuses, and coauthored an amicus brief in the historic Obergefell v. Hodges case.

His influence stretches far and wide, but throughout his career Stone has remained steadfastly committed to the Law School and the University that he has called home for the last fifty years. Over the decades, he has taught an estimated 8,000 students, served as Law School Dean, served as University Provost, and led many committees that have shaped key University policies and initiatives, including, most notably, the Chicago Principles. The American Constitution Society duly named him a “legal legend” in 2012, which he surely remains to this day.

Finding His Calling

A young man with long hair smiles at the camera.

Originally from the East Coast, Stone had never been to the Midwest before enrolling at the Law School. He had turned down acceptances to Harvard, Yale, and Columbia, starting himself down a path that back then he could have scarcely imagined. When he arrived at the Law School, his uncertainty about his vocation quickly disappeared. He thrived during his years as a student, serving as editor in chief of the Law Review before graduating cum laude.

Stone went on to clerk for US Supreme Court Justice William J. Brennan Jr. and Judge J. Skelly Wright on the US Court of Appeals for the DC Circuit. Afterward, he found himself at another crossroads: continue working or teach. He was unsure about a career in academia, but one of his favorite professors, Owen Fiss, insisted that Stone interview for a faculty position at the Law School.

He finally relented, and to his surprise enjoyed the interview. (Wanting to challenge the faculty, in true Geof Stone fashion, he had given a presentation on how heroin addicts have a constitutional right to purchase and possess heroin.)

In 1973, Stone joined the faculty.

“It seems like only yesterday when I taught my first course, Civil Procedure, in the fall of 1973. I still vividly remember the students in that class and am still in touch with more than a few of them,” said Stone. “I still love teaching, interacting with students, and having them to my home for dinner (occasionally). Like my remarkable colleagues, our students are smart, curious, hard-working, and challenging. Teaching is a joy.”

In his early years of teaching, Stone describes himself as a hippie. He had long hair and a beard and was the only faculty member who didn’t wear a tie. He rose through the ranks and had several title changes, starting with “the Harry Kalven, Jr. Professor of Law” in 1984. It seemed fitting, as Stone says many of his ideas at the time were inspired by Kalven, with whom he’d worked closely and looked up to when he first joined the faculty.

Black and white photograph of two men at an award ceremony. The man on the left is handing a framed award to the man on the right, who has a full beard and is dressed in a dark suit and tie. They are both smiling and looking at each other. The backdrop includes a sign with the text 'National Association for Public Interest Law' visible behind them.

Evolving as a teacher, Stone soon established himself as a great innovator in the classroom. One of his lasting legacies is his seminar on constitutional decision-making, which he designed to give students a deeper understanding of the judicial process. The seminar became hugely popular and eventually made its way to other schools, often carried over by former students who became law professors themselves. It continues to captivate new generations of students at the Law School.

“Professor Stone made incredibly complex, nuanced, and frustrating areas of law enjoyable learning experiences,” said Jimmie Zahn, ’17. “What made the greatest impression on me as his student, however, was not his intellectual horsepower and scholarship, but his patience and kindness. In an industry where ability is often correlated with arrogance, I have only grown more appreciative of the traits that Stone possesses.”

His passion for transformative instruction did not go unnoticed. In 2006, he received the University’s Provost Award for Outstanding Teaching. In 2021, he was recognized with the University’s Norman Maclean Award, which honors senior faculty for extraordinary contributions to teaching and to the student experience. Even while serving as dean of the Law School and provost for the University, Stone was in the classroom.

“Professor Stone clearly drew energy from his students. No one left his classes unchallenged,” said Bjarne P. Tellmann, ’95. “His class on the First Amendment profoundly impacted my thinking about free speech because he taught us to think deeply about the amendment’s limits along with our values and all the assumptions and prejudices that America continues to confront.”

A Visionary Dean and Devoted Mentor

Black and white photograph capturing two men at a social event, both holding champagne glasses.

Outside the classroom, Stone began to get more involved in administrative responsibilities at the Law School and the University. In the 1980s, he chaired nearly every major committee at the Law School, from the Faculty Appointments Committee to the Admissions Committee. He grew particularly invested in attracting the most dynamic and promising young scholars to the faculty—a pursuit he continued to champion when he became the Law School’s ninth dean from 1987 to 1993.

Stone oversaw the hiring of many prominent faculty during his time as dean. He brought on future President Barack Obama and future US Supreme Court Justice Elena Kagan, as well as commercial law scholar Randal C. Picker and criminal and juvenile law expert Herschella Conyers, who this year celebrated a 30-year teaching milestone. But his efforts to recruit brilliant faculty didn’t end there; Stone was a devoted mentor. He took time to show young faculty the ropes.

“Geof has had a tremendous impact on my career. He convinced me to be a Bigelow Fellow,” Genevieve Lakier, Professor of Law and Herbert & Marjorie Fried Teaching Scholar, said. “He mentored me, respectfully but effectively, during my first few years of teaching, urging me to not be afraid to add to the conversation. Face-to-face, he can be very tough. But he is also supportive. I am sure he brings this same amazing double-edged mentorship to students.”

As dean, Stone nurtured a supportive and collegial environment for both faculty and students. He enabled students to have direct input on faculty committees, implemented quarterly town halls, and ushered in new academic and social organizations, like the Law School’s Public Service Program and the Law and Government Program, the latter of which promoted joint faculty appointments with other schools across the University.

Deeply committed to academic enterprise and encouraging a spirit of collaboration, Stone established the Law School’s celebrated Work-in-Progress (WIP) workshop for faculty. Convening weekly, WIP provides a space for faculty to present their papers to their colleagues and engage in lively discussions. The tradition continues to be a vital part of the Law School’s culture to this day.

“Stone is a most worthy successor to many legendary figures from the Law School’s rich past,” said Douglas Baird, the Harry A. Bigelow Distinguished Service Professor of Law, who is also a former dean of the Law School. “He instilled the same passion for teaching in generations of his colleagues and his insights into constitutional law have reshaped the way we think about free speech. His commitment to robust, honest, and civilized discourse epitomizes what is special about the University of Chicago.”

A Strategic University Leader

During his seventh year as dean, Stone was tapped to serve as provost from 1994 to 2002, expanding his impact within the UChicago community even further.

Black and white photograph of an older woman and a younger man seated at a banquet table. The woman, on the left, is wearing large round glasses, a white blouse with black accents, and earrings. She is smiling warmly. The man, on the right, appears in mid-conversation, wearing a dark suit and a tie.

In what was perhaps one of his most important contributions, Stone chaired the University’s Committee on Freedom of Expression, which in 2014 issued the seminal statement on academic free expression and from which the Chicago Principles were born. Stone’s role in drafting the principles is a lasting part of his legacy and has made him an icon in the world of academic free expression.

Yet just as significantly, though not as widely known, Stone successfully navigated the University through two major events during his seven years as provost.

He guided the University through one of its most tumultuous budget challenges in the 1990s, when financial trends at the time had plunged UChicago into the red. Restructuring the budget process to strengthen the University’s financial position for the short term and long term was his focus during his first years as provost.

Beyond that, as chair of the University’s Planning and Budget Committee, Stone was diligent and strategic in his allocation of resources. He paid special attention to bolstering funds for faculty salaries and scholarship, increasing stipends for graduate assistants, and improving the overall quality of student life across all areas of the University.

Portrait of a middle-aged man sitting in a black leather office chair. He has a relaxed posture with a slight smile, wearing a dark suit, white shirt, and striped purple tie.

The second major event he led the University through was its two-year Campus Master Planning Process in the late 1990s, which culminated in the creation and revitalization of several areas around campus, including the Max Palevsky Residential Commons, the Bartlett Dining Commons, the Ratner Athletics Center, the Interdivisional Research Building, and improvements on the Midway Plaisance. He was also instrumental in establishing the Biopsychological Sciences Building, which opened in 1998.

Strategic in his leadership, Stone as provost worked tirelessly to ensure the University was positioned for continued success for every member of its community. When he finally stepped down to return to teaching and research, he was, at that point, the longest-serving provost in the history of the University.

“Geof’s contributions to the Law School, the University, and the legal academy are towering,” said Dean Thomas J. Miles, the Clifton R. Musser Professor of Law and Economics. “He is a distinguished scholar who has expanded the understanding of the Constitution, especially the First Amendment. As dean, he built the eminence of the Law School and inspired an enduring commitment to teaching. As provost during a critical moment, he set the University on a trajectory of unprecedented success. He led a highly influential affirmation of the University’s commitment to free inquiry, and he is a fearless and irreplaceable advocate for the freedom to speak and discuss.”

A Scholarly Giant

Black and white photo of a smiling man with a beard and curly hair standing in front of a bookshelf filled with numerous white binders

Looking at the breadth of his career, Stone’s teaching and leadership are only the tip of the iceberg when it comes to his accomplishments.

A prolific scholar, Stone has written more than 20 books, contributed chapters to 100 more, and served as the lead editor for 35. He has authored 117 law review articles and served as chief editor for ten editions of one of our nation’s leading constitutional law casebooks and seven editions of a leading casebook on the First Amendment. As if these were not enough, he has written almost 500 news articles and editorials.

During his time as provost, Stone coedited eight volumes of the Supreme Court Review , the leading journal of constitutional law read by academics, judges, and practitioners the world over since 1991. He continues to hold the coeditor role today. He has also edited a 25-volume series on constitutional law, known as Inalienable Rights , which includes books by such authors as Richard Posner, Laurence Tribe, Martha Minow, and Owen Fiss, to name just a few. And he has served on the editorial advisory board of Political Science Quarterly since 2005.

Stone’s publications have won many national awards, and over his lengthy career, he has weighed in on some of the highest-profile issues of our time at the highest levels of all three branches of government.

Lee C. Bollinger, president emeritus of Columbia University, who has written and edited six books with Stone, with another two in the works, noted that Stone has provided the historical and general context for why the First Amendment has been interpreted in the ways it has over the last half century: “His books, essays, and law review articles bring to life how the nation has at times gone astray and let the mind of censorship punish dissent and stunt public discussion.”

Men standing in front of chalkboard in deep conversation.

Both Bollinger and Lakier point out that Stone was the first to recognize the significance of the Burger Court’s discovery of a content neutrality principle in the First Amendment. He plumbed the principle’s complexities and depths, and his arguments continue to significantly shape the conversation.

These days, Stone is concerned about American democracy and politics, which is evident in his latest two books with Bollinger, one about the decisions in Roe and Dobbs published earlier this year and another about the constitutionality of affirmative action, published earlier last year.

But what is also evident is his unwavering determination to continue to ask questions, challenge ideas, and have the conversations necessary to analyze current issues and find ways to move forward. As a scholar, Stone has made a profound impact on the legal world. And as the world continues to evolve, so too do Geof Stone’s ideas which keep him very busy. He currently has two book projects in the works, one on the future of free speech and another on campaign finance and the First Amendment.

“It is quite astonishing to think that I have been on the faculty for more than half a century,” reflected Stone. “I have loved the University and the Law School throughout these years, most of all because of our distinctive commitment to free and open intellectual discourse and disagreement. No other law school or university is so deeply committed to these values. This is what makes us special, and what makes us truly the nation’s champion of academic freedom. This is what I most admire about this institution. We constantly and courageously question and challenge one another in a vigorous and never-ending quest to learn.”

Claire L. Parins is the Senior Director of Academic Publications at the Law School.

Nadia Alfadel Coloma is the Associate Director of Content at the Law School.

CONCEPTUAL ANALYSIS article

Expanding the scope of “trans-humanism”: situating within the framework of life and death education – the importance of a “trans-mystical mindset”.

1 School of Education, University of New England, Armidale, NSW, Australia
2 Department of Education, National Taipei University of Education, Taipei, Taiwan

Life and death education , as noted from the literatures, has been studied and researched extensively in China, Malaysia, and Taiwan. Our own research undertakings over the past several years, situated in different sociocultural settings have delved into aspects of life and death that could help advance theoretical understanding of the subject matters (e.g., does the meaning of “effective life functioning” connote differing interpretations for different cultural groups?). Situating within the framework of life and death education, we expand the study of trans-humanism by introducing an extended prefix or nomenclature known as “trans-mystical”. Specifically, our philosophized concept of trans-mysticism considers a related concept, which we term as a “trans-mystical mindset”. A trans-mystical mindset, differing from an ordinary mindset, from our philosophical rationalization, is defined as “a person’s higher-order state of consciousness, espousing her perception, judgment, belief, and attempted interpretation of life and death phenomena that are mystifying and fall outside the ordinary boundaries of human psyche.” Our focus of inquiry, as reported in the present article, seeks to advance our proposition: that a trans-mystical mindset, unlike an ordinary mindset, may help a person to rationalize, appreciate, and understand metaphysical contexts, mystical experiences, and the like. This focus, interestingly, serves to highlight an important discourse - namely, that there is a dichotomy in theoretical lenses (i.e., objective reality vs. individual subjectivity) that a person may use to rationalize the significance or non-significance of universal contexts, events, phenomena, etc. (e.g., a person’s experience of “premonition”). As such, then, there is an important question that we seek to consider: whether philosophization, or the use of philosophical psychology, would yield perceived “scientific evidence” to support or to reject the study of metaphysicism, mysticism, and the like? For example, does our philosophization of an “equivalency” between a person’s trans-mystical mindset and her experience of self-transcendence help to normalize and/or to scientize the subject matters of metaphysicism, mysticism, etc.?

1 Introduction

The subject of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has significant daily relevance and applicability for us in society to consider. Personal understanding of life education , for example, may inform and educate a person about the diverse meanings and purposes of effective life functioning (e.g., the attainment of financial success in life vs. the attainment of good health). In relation to death education , likewise, a senior citizen’s spiritual knowledge of “transcendence” ( Conn, 1998 ; Long, 2000 ; Ge and Yang, 2023 ), or his perceived “spiritual connectedness” to God ( Laurin et al., 2014 ; Cohen-Zimerman et al., 2020 ), may assist him with his coping of grief. On a formal front, conceptual and/or empirical research development of life and death education may yield evidence to help elucidate and/or explain the underlying nature of the subject contents.

Our own teaching and research undertakings over the past decade have delved into different aspects of life and death education. For example, recently, we introduced a theoretical concept that we termed as a “holistic mindset”, or a person’s “multiple mindsets” ( Phan et al., 2024 ). In brief, we theorize that a person may possess multiple contextual mindsets at any moment in time for adaptation and accommodation of different life and death contexts. For example, a Catholic nun may possess and exhibit a strong “spiritual mindset” whereas, in contrast, a scholar of Buddhism ( Masel et al., 2012 ; Prude, 2019 ) may possess and exhibit a strong “philosophical mindset”. In a similar vein, a doctorate student preparing for an oral exam is more likely than most to possess and exhibit a “cognitive mindset”. Our theorization then, contends that a specific life context (e.g., the context of academic learning) would define and/or espouse a corresponding “contextual mindset”.

One particular life context that we are interested in is known as a “trans-mystical context” or a perceived mystical context. There are metaphysical or mystical life and death contexts in this world that are somewhat anomalistic and non-conventional. For example, some cultural groups may engage in the practice of “ancestor worshipping” ( Steadman et al., 1996 ), whereas other cultural groups may view this practice with a sense of intellectual curiosity. In a similar vein, there are some of us who have reported the personal experience of “premonition”. 1 We purport that ancestor worshipping, premonition, the belief in “reincarnation” ( Nagaraj et al., 2013 ; Burley, 2014 ), and the like are metaphysical contexts or “non-daily” contexts. Such contexts, we contend, may elicit perceived experiences that are somewhat subjective and whether they fall outside the realm of objectivity and/or the realm of ordinary human psyche. Importantly, however, we reason that the scientific premise of psychology may provide sound, logical accounts to help explain the “uniqueness” of metaphysical contexts. That perhaps, despite individual subjectivity in perception, interpretation, and reason, metaphysical contexts and/or mystical experiences are just on par with “ordinary” contexts, life experiences, etc.

Our focus of inquiry for consideration relates to the advancement of the study of “trans-mysticism”. In particular, we philosophize a psychological concept, termed as a “trans-mystical mindset”, that may help to show how metaphysicism can be subjectively rational. In brief, we define a person’s “trans-mystical mindset” as:

A “contemplative higher-order, mystical” state that details his/her perception, attitude, judgment towards some “unknown” and/or extraordinary life concept, life phenomenon, event, situation, etc. (e.g., a person’s trans-mystical mindset towards the notion of “post-death” experience).

A trans-mystical mindset, as defined, may help a person to reason and/or to make meaningful sense of a metaphysical context and/or a mystical encounter (e.g., a person’s experience of premonition). By the same token, encountering a metaphysical context or a mystical life/death experience may help necessitate, facilitate, sustain a person’s trans-mystical mindset and his willingness to accept that such an encounter is valid. From this then, situating within the scope of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ), we premise a significant principle for consideration:

That metaphysical or mystical contexts (e.g., a perception of “spiritual transportation” to another time-space realm) are pivotal to the “formation” of a trans-mystical mindset, or that a person’s trans-mystical mindset is intimately linked to her trans-mystical life/death experiences.

Our position or standing is that psychological grounding (e.g., the use of the discourse of philosophical psychology, which entails the proposition of a trans-mystical mindset) may offer robust explanations for metaphysical encounters. More importantly, however, we contend that our philosophical undertaking here may form the basis for future examination of something that is somewhat contentious: that psychological inquiries alone cannot encapsulate and/or explain the uniqueness of metaphysical contexts; rather, as a possibility and something that is beyond the scope of this conceptual analysis article, is the fact that metaphysical contexts and mystical experiences have alternative interpretations and meanings – for example, the context of premonition ( Cameron, 1958 ; Dossey, 2009 ), one’s belief in reincarnation ( Nagaraj et al., 2013 ; Burley, 2014 ), and the like cannot simply be validated or vindicated by scientific inquiries.

Overall, then, the present conceptual analysis article uses philosophical psychology ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) to help “normalize” and/or to “scientize” the subject matters of trans-mysticism. That philosophizing the concept of trans-mysticism (e.g., a trans-mystical mindset) and “benchmarking” this against Maslow’s (1968 , 1969) theory of the “hierarchy of needs” may, in fact, validate and/or legitimize the importance of metaphysical contexts, mystical life and death experiences, etc. This line of inquiry, we contend, emphasizes an important standing: the premise of “objectivity” vs. the premise of “subjectivity”. Objectivity indicates consistency , transparency , realism , and non-biased judgment , whereas subjectivity, in contrast, considers openness , personal viewpoint and interpretation , and individualistic thinking . Regardless of one’s position, we firmly believe that our philosophized concept of trans-mysticism and thereafter may advance the study of life and death education. In the following section of the article, we discuss a number of elements – namely:

i. An introduction of a theoretical account of the subject of life and death education.

ii. An examination of the nature of a proposed life and death-related concept that we term as “trans-mysticism”.

iii. A proposition of a theoretical premise, which purports the process of transformation of a person’s ordinary mindset, resulting in a trans-mystical mindset.

iv. A proposition of an association, which purports a situational placement or contextualization, highlighting a potential equivalence between a trans-mystical mindset and a state of self-transcendence.

v. A discussion of a few notable inquiries for teaching and research development purposes.

2 The importance of life and death education: a brief introduction

Life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) is an interesting subject for teaching and learning, given its potential relevance and significance for daily life purposes. The study of life and death education, in its entirety, seeks to understand and appreciate the intricacies or complexities of human existence from different historical-sociocultural perspectives (e.g., what does proactive life functioning mean for South Pacific Islanders?). Life education , in brief, relates to the teaching of specific tenets about life that may enable and/or assist a person to live a cherished and self-fulfilling life. A cherished and self-fulfilling life, say, may consist of a person’s feeling of self-gratification, arising from her successful attainment of financial wealth. In a similar vein, but somewhat different, a cherished and self-fulfilling life may reflect a person’s daily practice to impart his life wisdom onto others. Such teaching is meaningful and may serve to enlighten individuals, their families, and society in general. One distinction, in this case, refers to a person’s appreciation and acknowledgment that variations in historical-sociocultural context (e.g., a child who grows up in an Indonesian historical-sociocultural context) give rise to different life courses and life trajectories (e.g., a child who grows up in an Indonesian sociocultural context, and the shaping of her aspirations, desires, future intentions, etc.). In a similar vein, a person’s life wisdom or life knowledge ( Goldstein and Kornfield, 1987 , Sternberg and Glück, 2019 , Chattopadhyay, 2022 ) may be transformed into practice for daily life purposes.

Life education seeks to provide quality teaching, theoretical insights, and relevant information that may assist, explain, and facilitate proactive daily life functioning. Proactive life functioning on a daily basis is vibrant and healthy, helping a person to fulfill and attain a desirable life trajectory or trajectories. Different life contexts (e.g., the context of academic learning) on a daily basis, we contend, connote different types of proactive functioning – for example, the life context of awareness of the danger that COVID-19 poses ( Willyard, 2023 ) may compel a person, in this case, to seek appropriate pathways to ensure that she has a healthy life trajectory. In a similar vein, the life context of the importance of academic attainments may shape a student’s mindset to seek mastery and deep, meaningful learning experiences in his schooling. Regardless of diversity of life contexts, life education places emphasis on the recognition, promotion, and development of a cherished and self-fulfilling life.

Death education , or the study of thanatology ( Meagher and Balk, 2013 ; Chapple et al., 2017 ), in contrast, seeks to understand the intricate nature of death and other dying-related matters (e.g., the process of grief for a loved one). For example, angst, stress, sadness, and depression are life matters that closely associate with death. Unlike life education, which is positive, vibrant, and self-fulfilling, death education is morbid and undesirable for teaching and learning. For example, the teaching of death education seeks to educate individuals, family members, and society the following aspects:

i. The perception, viewpoint, and/or belief that one has towards the subject of death (e.g., how does one feel, at present, knowing that a loved one is facing a critical illness?).

ii. Personal care and preparation from others (e.g., social workers, volunteers) to assist with the impending encounter and/or facing of death.

iii. Stages and processes (e.g., counselling, spiritual advice, etc.) that are associated with grief and bereavement upon the death of a loved on.

iv. Consideration of programs, strategies, pathways, etc. that could help alleviate the negative emotions, feelings, perceptions, etc. that one may have when faced with a death-related matter.

Our study of life and death education for teaching and theoretical contribution purposes over the past decade has led us to undertake a few notable developments – namely, the testament of the following: Focus on instructional designs and pedagogical approaches (2.1), Research inquiries for consideration (2.2), and Advancement in theoretical contributions (2.3).

2.1 Focus on instructional designs and pedagogical approaches

Focus on appropriate instructional designs and pedagogical approaches that may instill appreciation and facilitate effective learning experiences for the subject life and death education (e.g., appreciating that death education has potential daily life relevance). We propose an interesting idea known as “theoretical infusion”, which involves the practice of “infusion” of a particular faith, epistemological belief, customary practice, discourse, etc. in the teaching of life and death. “Spiritual infusion”, for example, details the incorporation of spirituality, or one’s spiritual faith ( Schneiders, 1986 ; Wagani and Colucci, 2018 ; Villani et al., 2019 ), to complement the teaching of life and death, making it more stimulating and “life-related” for learning. Theoretical infusion (e.g., Buddhist spiritual infusion), we contend, may serve to associate subject contents of life and death with other meaningful and/or related contents. In other words, theoretical infusion is used to encourage students to appreciate subject contents of other topics and/or subjects (e.g., appreciating the importance of Christianity from a life perspective) within the context of life and death education. By the same token, we rationalize the benefits of embedding subject contents of life and death within other subject contexts (e.g., how does Christian faith view death?). Having said this, however, we also acknowledge an important mentioning from one of our reviewers in an earlier draft of this article – that we need to also consider the potential “negativity” of our idea of theoretical infusion. That engaging in theoretical infusion (e.g., infusing a particular religious or spiritual faith to support the teaching of death education) may, in fact, amount to and/or be perceived as a form of “indoctrination”. A student with no religious affiliation, in this instance, may feel pressured to accept the practice of “Buddhist spiritual infusion” as a “norm”.

Aside from theoretical infusion, we also propose and use another discourse that we term as “active transformation”. In brief, active transformation relates to one’s self-cognizance of daily practicality of knowledge pertaining to life and death. In other words, active transformation emphasizes the important nexus between theory and practice – for example, how can a teenager use her personal understanding of Confucianism ( Yao, 2000 ; Havens, 2013 ) to assist others in the neighborhood? As such, then, we rationalize that our idea or theoretical premise of active transformation may serve to impart benefits for individuals and society. For example, a mother may accompany her son and make weekly visits, offering spiritual advice and life wisdom on different life and death-related matters to those in this need. This voluntary periodic engagement reflects her willingness to help others in the community and, more importantly, showcases proactive practice of active transformation of life wisdom, or life knowledge. Again, having said this, we are cognizant of one of our reviewers’ earlier mentioning: that the idea or the theoretical premise of active transformation may, likewise, produce negative yields. A person’s inclination towards some form of negativity, in this case, may compel her to engage in negative or maladaptive functioning. That rather than offering sound spiritual advice, a mother may instead transform her life wisdom about spirituality for negative purposes (e.g., a purposively act to indoctrinate a senior citizen with a biased view of Buddhist spirituality).

2.2 Research inquiries for consideration

Concerted attempts to seek new research frontiers that may amplify the importance of the subject life and death. One aspect of our research development, at present, seeks to understand and appreciate the importance of life and death from two contrasting positions: objectivity and subjectivity . Certain life and death matters (e.g., the proposed notion of “post-death” experience) ( Phan et al., 2024 ), we contend, compel and/or require us to seek alternative research discourses for understanding. For example, over the past few years, our use of philosophical reasoning ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) has assisted us to understand about the study of life and death experiences (e.g., attainment of theoretical insights and explanatory accounts of life and death). Philosophical inquiries, from our point of view, may to complement contrasting research discourses and help to yield scientific credence for support. Engaging in philosophical analysis, we contend, may serve to encourage researchers to think non-conventionally and outside the box. Higher-order thinking, reflection, etc. may give rise to contemplation of research propositions for discussion. Our intent over the past several years has been to expand the scope of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) by seeking to understand the known and unknown “unknowns” of life and death experiences. This line of research development is somewhat different from other inquiries and research undertakings that place emphasis on the “knowns” of life and death experiences (e.g., the intimate process of grief). The “unknowns” of life and death are more interesting as they delve into unexplained complexities of human existence that do not have clear, consistent explanatory accounts.

2.3 Advancement in theoretical contributions

Our interest, aside from teaching and research purposes, also seeks to make meaningful theoretical contributions to the study of life and death education ( Chen, 2013 , Huang, 2014 , Seng and Lee, 2022 ). One aspect of our research development focuses on the examination and reading of the literatures, pertaining to the importance of variations of different historical-sociocultural contexts of life and death functioning. In brief, we note from our own research undertakings that different historical-sociocultural contexts offer unique insights into the viewpoint, opinion, perception, and interpretation of life and death experiences. For example, in terms of life functioning, we note that many Taiwanese believe in the attainment of “spiritual growth” in place of financial wealth. In a similar vein, many Taiwanese engage in the practice of “ancestor worshipping” ( Steadman et al., 1996 ) and believe in the “afterlife” ( Segal, 2004 ; Jones, 2016 ).

Gauging into the “historical-sociocultural contextualization” of life and death is meaningful as it offers unique understandings of life and death experiences. One distinction about this focus of inquiry is that unlike other disciplines and/or fields of research, the subject of life and death has comparable and contrasting viewpoints, opinions, perceptions, interpretations, etc. That understanding of life and/or of death (e.g., is there any validity to the notion of afterlife?), for example, differs for different ethnic-cultural groups. At present, one of our research undertakings seeks to understand the uniqueness of the Australian Aboriginal and Torres Strait Islander culture and her viewpoint, interpretation, status quo, etc. about life and death. One of our colleagues, who is a Torres Strait Islander, has shared with us some interesting facts for consideration. According to our colleague, many Australian Aboriginal and Torres Strait Islander peoples believe in the existence of rebirth where a deceased is transformed into a new “being”. To facilitate success in such a process, it is poignant that relatives and loved ones do not mention the deceased’s name for 12 months [e.g., “Do you remember when Sarah (i.e., the deceased) used to say this…?”].

3 The present conceptualization

Our aforementioned description of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has provided grounding for our philosophical inquiry and research undertaking, which delve into the nature of a proposed concept known as “trans-mysticism” or, alternatively, trans-mystical studies. For us, as a proposition, trans-mysticism is a combination or the unification of two distinct areas of research of trans-humanism: transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ) and mysticism ( Schneiderman, 1967 ; Bronkhorst, 2022 ). It is important to note that our proposed term of trans-humanism differs from the more recent practice or use of the term (i.e., “trans-humanism”), which contends the possibility that we could use technological advances to augment human capabilities. Trans-mysticism, for us specifically, is a psychological premise that that may assist researchers, educators, students, etc. to understand, appreciate, and/or accept the existence of metaphysical contexts and the anomalistic and “non-realistic states” of life and death. More importantly, we rationalize that our philosophized concept of trans-mysticism (e.g., a “trans-mystical mindset”) may help to “normalize” and/or to “scientize” the subject matters of metaphysicism, mysticism, and the like. For example, one of our articles published recently ( Phan et al., 2021 ) introduces readers to a specific cultural belief (and/or the cultural practice) known as the “underworld” or the “other world” by which a person could travel to interact with loved ones who have moved on. This mentioning may, indeed, give rise to criticisms, disbeliefs, doubts, uncertainties, etc. In a similar vein, unbeknown to some or many in the Western world, perhaps, but the cultural practice of ancestor worshipping ( Townsend, 1969 ; Steadman et al., 1996 ; Lakos, 2010 ; Clark and Palmer, 2016 ) connotes a specific meaning for those in the Eastern world. Aside from veneration for the dead, this cultural practice also signifies the importance in what is known as “spiritual connectedness” or spiritual communication between the dead and the living – for instance, a daughter may pay homage to her deceased father by lighting incenses and asking for his specific blessing to assist her with the forthcoming final exams.

We reason and contend that philosophical research inquiries in the social sciences (i.e., a research inquiry that utilizes the discourse of philosophical psychology) may affirm one of two things: validating a proposed inquiry with supporting “philosophical” evidence or invalidating a proposed inquiry due to a lack of “philosophical” evidence – for example: that there is support for the proposed concept of trans-mysticism, which may help to provide robust explanations for metaphysical encounters. Of course, it is plausible to purport that trans-mysticism may simply be philosophical and lacks logical credence or legitimate merits for further consideration. One of our reviewers, in an earlier draft of the manuscript, offered an interesting critique: that resorting to the use of philosophical psychology ( Thagard, 2014 ; Thagard, 2018 ; Phan et al., 2024 ) or that philosophizing about the nature of a metaphysical context (e.g., one’s ability to interact with a loved one who has moved on) does not necessarily make it valid or credible for research development. Our conceptualized approach, in this case, argues that psychological tenets may be used to explain the underlying nature of metaphysical contexts and/or mystical experiences in life. That the psychological concept of trans-mysticism may, for example:

i. Help to “normalize”, “scientize”, and/or “legitimize” the study of metaphysical contexts and/or non-ordinary or extraordinary realms of human existence ( Rush, 2011 ; Pasi, 2015 ).

ii. Help us appreciate the trans-mystical nature of metaphysical contexts and/or mystical experiences (e.g., a person’s testament of her ability to “detect” dark spiritual “energy” of a loved one).

Over the course of our research development, from conception to subsequent refinement of the article, we have evolved in our thinking and deliberation. Poignant then is our main focus of inquiry, which seeks to capitalize on the use of psychological theories (e.g., transpersonalism) to explain the intricate nature of metaphysicism, mysticism, and the like. Central to our thesis is the robust explanatory account, epistemically objective in nature, of the aforementioned subject of one’s metaphysical or mystical encounters. That ultimately, perhaps, differing subjective universal encounters and/or experiences (e.g., the metaphysical encounter of a loved one who has moved on vs. the daily encounter of a next-door neighbor) may “subsume” within a common prism or theoretical lens for understanding. A related inquiry for future consideration, which falls outside the scope of the present article relates to the confirmation or the epistemic validation of the trans-mystical nature of metaphysical contexts and/or mystical experiences (e.g., that indeed there is something unique or mysterious about a particular metaphysical encounter, and this personal experience does not coincide with objective reality).

3.1 A brief account of transpersonalism and transpersonal psychology

In this section of the article, we briefly discuss a related topic known as transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ) and transpersonal psychology ( Maslow, 1969 ; Hartelius et al., 2007 ). This topic, we contend, is important and relates to our theoretical premise of trans-mysticism. It is interesting to note that there is a distinction between transpersonalism and transpersonal psychology or that, in fact, the two areas or disciplines are not identical or equivalent ( Friedman, 2002 ; Shorrock, 2008 ). Friedman’s (2002) theoretical account offers a detailed analysis – for example:

“The former [i.e., transpersonalism] is a broadly defined domain of inquiry that can legitimately include a diversity of methods ranging from those of the humanities to those of a variety of scientific endeavors. Psychology, on the other hand, is defined by most psychologists as a scientific discipline; except for a few humanistic and transpersonal adherents who insist that including alternative, that is, nonscientific, approaches is important for the discipline, science is widely accepted as the mainstay of the discipline…. Furthermore, I see transpersonal psychology foremost as a field within the discipline of scientific psychology that focuses on those aspects of trans personal studies that involve the individual, including thoughts, feelings, and behaviors as found in the individual’s biological, cultural, social, and wider contexts” (pp. 180–181).

A more detailed explanation is noted in Shorrock’s (2008) book, titled “ The Transpersonal in Psychology, Psychotherapy, and Counselling ”. Shorrock’s (2008) account of transpersonalism and transpersonal psychology is comprehensive, outlining the genesis, complexity, and the numerous definitions and viewpoints that scholars over the years have proposed. The word count of the present article limits us from detailing Shorrock’s (2008) book and/or the complete gamut of definitions, viewpoints, perspectives, etc. of both disciplines. For the purpose of our rationale, we provide a few definitions of the two areas/disciplines for readers to appreciate ( Table 1 ). From Table 1 , a point of commonality between transpersonal psychology ( Tart, 1975 ; Lajoie and Shapiro, 1992 ; Cunningham, 2007 ) and transpersonalism ( Strohl, 1998 ; Lancaster and Linders, 2019 ), in this case, is the use of the prefix “trans” ( Lancaster and Linders, 2019 ) or the extended prefix or term “transpersonal”, which is defined as “as reaching beyond the personal realm or transcending the singular, personal state of being” ( Clark, 2016 ). Moreover, from our analysis, the significance or the uniqueness of transpersonalism and transpersonal psychology relates to the following: that decisions to accept or to reject transpersonalism and/or transpersonal psychology are largely based on scientific rigor and a researcher’s ability to empirically validate using scientific means (e.g., is it possible?) ( Friedman, 2002 ; Shorrock, 2008 ). Transpersonal psychology is considered as being more robust, valid, and/or legitimate for its scope, which closely aligns to the rigor of scientific psychology ( Friedman, 2002 ; Shorrock, 2008 ).

Table 1 . A summary of sample definitions of transpersonalism and transpersonal psychology.

Despite contrasting definitions ( Table 1 ), we argue that both transpersonalism ( Strohl, 1998 , Lancaster and Linders, 2019 ) and transpersonal psychology ( Tart, 1975 , Lajoie and Shapiro, 1992 , Cunningham, 2007 ) are comparable with each other in terms of interpretation, understanding, and inference. Central to this rationale is that regardless of methodological considerations (e.g., what methodological approach would be best to investigate…?), the study of transpersonalism and the study of transpersonal psychology both subsume within or fall under the umbrella of what we term as “trans-humanistic” development. That trans-humanistic studies, in their entirety, can offer insights and theoretical understandings into the underlying nature of “humanism”. Moreover, we premise that our philosophized nomenclature and/or concept of trans-mysticism, likewise, may subsume within the overarching framework of trans-humanism. In other words, for consideration, is the following extrapolation: that the trans-humanistic framework, especially the tenets of trans-mysticism may provide theoretical grounding to help us gauge into the logic , validity , and legitimacy (e.g., objectivity vs. subjectivity) of the study of metaphysical contexts and mystical life and death experiences – for example, near-death experiences, spiritually transformative experiences, spiritual awakenings, peak experiences, and ecstatic experiences.

3.2 Trans-mystical development: a proposition

Trans-mysticism , as a distinct concept, may contribute to the study of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) by accentuating the significance of metaphysical contexts and mystical of life and death experiences, such as:

• The personal experience of “premonition” ( Cameron, 1958 ; Dossey, 2009 ).

• Personal belief in the concept of “reincarnation” ( Nagaraj et al., 2013 ; Barua, 2017 ), or the concept of the endless cycle of “birth-death-rebirth”.

• The personal experience of “spirit communication” with loved ones who have moved on (e.g., the ritual practice of Guan Lou Yin) ( Buckland, 2004 ; Phan et al., 2021 ).

• The personal experience of “time–space transcendence” (i.e., one’s ability to transcend to another time–space context) ( Phan et al., 2024 ).

The proposed prefix or nomenclature “trans-mystical” is somewhat unique for its unification of two distinct areas of research: trans-humanistic studies (e.g., the study of a person’s experience of self-transcendence, which showcases a higher-order form of life functioning) + mystical studies (e.g., the study of a person’s esoteric experience of perceived spirit communication). Trans-mysticism, in accordance with our rationale, is closely associated with the specific subject matters of metaphysicism and mysticism. That our justification for the inclusion of the concept of trans-mysticism arises from the following understanding: that there is an intimate association between life/death context (i.e., metaphysical or mystical context) and a person’s individual mindset . Moreover, from our point of view, the theoretical premise of psychological concept of trans-mysticism is as follows: that personal experience of metaphysical contexts and/or mystical phenomena may give rise to the necessitation , development , and manifestation of a “trans-mystical mindset”. What is a trans-mystical mindset, which subsumes under the theoretical framework of trans-mysticism? For the context of the present article, we define a trans-mystical mindset as:

The ultimate human experience and/or a higher-order state of consciousness of a person, espousing her perception , judgment , belief , and attempted interpretation of metaphysical contexts and/or of life and death phenomena that are mystifying and fall outside the ordinary boundaries of human psyche.

Our philosophization contends that a trans-mystical mindset is contextual (i.e., it is contextualized or is situated within the metaphysical or the trans-mystical life and death contexts) and differs, in this case, from a person’s “ordinary” mindset ( Figure 1 ). There are perhaps a few unique characteristics for us to consider – namely:

i. A trans-mystical mindset is an internalized state that is perceived as being complex and/or higher-order. A trans-mystical mindset is different from an ordinary mindset, which espouses the “perception of normality” or the “realm of conventional human psyche”. An ordinary mindset, in this case, manifests and functions to facilitate successful adaptation of typical or standard daily life contexts (e.g., the context of academic learning in university or the context of a bank employee adapting to his new workplace environment).

ii. Existence of a trans-mystical mindset corresponds to and/or contextualizes to a specific metaphysical context, which may result in a person experiencing some form of mysticism (e.g., a person’s experience of premonition).

iii. There is a demarcation between what is “ordinary” and what is “extraordinary” and this distinction, in fact, explains the nature between an ordinary mindset and a trans-mystical mindset ( Figure 1 ).

Figure 1 . Structure of trans-mystical mindset.

Our philosophization has so far introduced an interesting discourse for consideration: the uniqueness in perception, interpretation, and understanding of life and death (i.e., the perspective of objectivity vs. the perspective of subjectivity). The perspective of objectivity ( Hanfstingl, 2022 ) emphasizes the importance of impartiality, unbiased interpretation and logical judgment, and the use of facts and verifiable evidence. For example, in terms of “negativity”, poverty, suffering, uncertainty, despair, and confusion ( Zhang, 2003 ; McCartney et al., 2007 ; Mistry et al., 2009 ) are attributes that many of us experience on a daily basis. Natural tendency, in this case, would dictate that one’s personal mindset seeks out opportunities, pathways, means, etc. to help rectify or resolve such negative life experiences. The perspective of subjectivity ( Lundberg et al., 2023 ), in contrast, emphasizes individualism, a person’s own sense of interpretation and point of view, and potentially biased judgment. For example, a person’s feeling and subjective interpretation may give rise to her conviction and insistence that spirit communication ( Buckland, 2004 ), premonition ( Cameron, 1958 ), time–space displacement, and the like are trans-mystical experiences that do not coincide with everyday objective reality. Subjectivity, in this sense, may associate with what we refer to as “subjective rationality” or “subjective rationalization”. It is interesting to note that unlike objectivity, subjective rationality may reflect and/or encompass the uniqueness of what we term as “social and/or cultural mediation”. That particular culture (e.g., Taiwanese culture), in this instance, may convey and/or mediate messages of acceptance, appropriateness, etc. of metaphysical experiences (e.g., premonition).

3.3 Ordinary mindset, trans-mystical mindset, and self-transcendence

An interesting position is that it is plausible to approach the study of metaphysicism and mysticism from a psychological point of view. There are in this sense several notable inquiries relating to the study of life and death education that are somewhat unique but, importantly, we are not able to address and/or answer here. Central to our thesis, as previously mentioned, is the use of philosophical psychology (e.g., the proposition of a trans-mystical mindset) to help normalize and/or to scientize the subject matters of metaphysicism and mysticism. Beyond the scope of our examination and something that is more contentious, perhaps, is the potential study of the epistemic validation of the underlying nature of metaphysicism – that, indeed, there is something mysterious about metaphysical contexts and that these do not coincide with the realm of ordinary boundaries (e.g., that the personal experience of premonition). In a similar vein, this mentioning of the “mystique” of metaphysicism raises several questions for future research to consider:

i. Is it a case of subjective rationalization or subjective rationality – that the perception of mystique of metaphysical contexts is subjective and individual and not universal in terms of rationalization (e.g., that a person’s subjective rationalization of metaphysical contexts does not necessarily hold for another person)?

ii. Is it beyond the scientific confines and/or the scientific rigor of psychology, as a distinct field of research, and that some alternative epistemology is required in order for us to study the complexity of metaphysicism?

iii. Is it a valid discourse for us to suggest that there is scientific credence to study the epistemic validation or invalidation of metaphysicism?

The present study context considers an interesting premise: that psychological understanding, situated within the boundary of realistic objectivity, may help explain the nature of metaphysicism and mysticism. In other words, a trans-mystical mindset, psychological in makeup, may assist a person to accommodate , adapt , resolve , and interpret the intricacies of metaphysical contexts. That indeed, from our considered viewpoint, metaphysical contexts (e.g., a daughter’s experience of spirit communication with her loved ones) do not necessarily differ from daily life contexts (e.g., a teenager’s romantic feeling for his classmate). Individual differences (e.g., a person’s insistence that he has reincarnated), in this sense, are perhaps subjective – that subjective rationalization is prevalent and may serve to attribute to one’s own conviction of a metaphysical experience.

Unlike an ordinary or a normal mindset, a trans-mystical mindset does not simply eventuate. It is not automatic, spontaneous, and/or instantaneous. Rather, the perceived “unknowns” of this world, or a specific unknown context that one may confront at a particular moment in time, may initiate and stimulate a trans-mystical mindset. Our philosophization contends that a trans-mystical mindset reflects a person’s experience of being able to “transcend” herself from an ordinary level of human psyche to an expansive, extraordinary level. More importantly, our embracement of objective rationality indicates that a trans-mystical mindset may add logic, validity, and scientific credence to the study of metaphysical contexts and mystical experiences. In other words, from our point of view, a trans-mystical mindset may serve as a theoretical lens, helping society and individuals to view the subject matters of metaphysicism objectively. That the metaphysical concept of premonition ( Cameron, 1958 ; Dossey, 2009 ) is non-mystical and/or is just a “norm” that some individuals may experience. We rationalize this position by considering an interesting benchmark or a point of equivalency – namely:

That a trans-mystical mindset, as extraordinary and higher-order, may equate to the humanistic state of transcendence .

3.3.1 Point of equivalency for consideration

The underlying account of our rationalization (i.e., a trans-mystical mindset ≈ state of transcendence) is that both a trans-mystical mindset and a state of transcendence are non-ordinary life states and/or non-everyday contexts ( Figure 1 ). For example, a student’s state of self-transcendence is somewhat different from her state of intrinsic motivation for mathematics learning, and/or that the personal context of bushwalking on a Saturday morning does not coincide with a teenager’s trans-mystical mindset. In terms of transcendence, there are numerous theoretical accounts [ Reed’s (1991) Self-Transcendence Theory] within the transpersonal psychology literature, but generally speaking, a popular account is from Maslow (1971) , which states the following:

Transcendence refers to the very highest and most inclusive or holistic levels of human consciousness, behaving and relating, as ends rather than means, to oneself, to significant others, to human beings in general, to other species, to nature, and to the cosmos” (p. 269).

An analysis of Maslow’s (1971) description of transcendence (e.g., self-transcendence) suggests, perhaps, a very concise, direct, and clear explanation (e.g., that a person’s state of self-transcendence indicates his complex state of consciousness…). At a deeper level, however, we note a few notable keywords or phrases that are somewhat complex – for example: “holistic levels of human consciousness”, “ends rather than means”, and “the cosmos”. We contend that these keywords or phrases serve to support our earlier mentioning: that the underlying nature of transcendence, similar to a trans-mystical mindset, is something that is higher-order and that a lay person does not necessarily experience on a daily basis.

There is research development that has, to date, explored the impact of transcendence. For example, a number of researchers have studied the underlying nature of “self-transcendence” ( Conn, 1998 ; Ruschmann, 2011 ; Llanos and Martínez Verduzco, 2022 ), which concerns a person’s ability to transcend beyond her perceived sense of self and, in the process, recognizing that there are elements in life (e.g., nature, social relationship, the universe, divine power, etc.) that constitute the notion of “whole” (e.g., the “wholeness” of a person consist of…). A person’s self-transcendence experience, in this case, showcases her deep understanding and appreciation that there are, perhaps, greater “powers” in life (e.g., a teenager’s perceived spiritual connectedness with God). As such then, this brief theoretical account supports our earlier mentioning regarding the significance and/or the intricacy of a state of self-transcendence: that it is an experience of a higher-order where some of us in society are fortunate or have been fortunate to have encountered.

Again, reiterating our earlier discussion, a state of self-transcendence is higher-order ( Maslow, 1969 , 1971 ) but it does not mean that such encounter and/or experience is mystical in any shape or form. It is a psychological state that we purport may adhere to and/or equate to what we term as “transformation” or the “process of transformation” ( Figure 1 ). Transformation for us, in this case, relates to the “transformation” of a person’s “ordinary” state of consciousness (i.e., ordinary mindset) to a more “complex” state of consciousness (i.e., a trans-mystical mindset). In other words, our conceptualization is as follows:

That transformation of a person’s contextual mindset (i.e., ordinary mindset → trans-mystical mindset) equates to or is analogous to a state of self-transcendence, helping her to rationalize, understand, and/or appreciate the nature of metaphysical contexts, mystical experiences, and the like.

The significance of the aforementioning lies in our attempt to objectively rationalize the nature of metaphysical contexts by equating the concept of a trans-mystical mindset with a state of self-transcendence ( Maslow, 1969 , 1971 ). In this analysis, a trans-mystical mindset is not some unknown, mysterious concept that only a few of us may experience. Rather, equating to a state of self-transcendence, a person’s transformed mindset (i.e., personal mindset → trans-mystical mindset) espouses his intimate sense and/or experience of quality attributes, such as awareness , realization , logical reasoning , acceptance , and enlightenment . As an example, consider a senior citizen who recently encounters a metaphysical life context (e.g., interaction with perceived dark energy of loved ones who have moved on). Such a metaphysical encounter could potentially “transform” the senior citizen’s mindset (i.e., personal mindset → trans-mystical mindset) to assist him to logically rationalize (e.g., he reasons that his experience of spiritual connection is normal), realize (e.g., he realizes that he is able to “sense” a loved one who has moved on nearby), and/or accept (e.g., he accepts that what he is feeling (i.e., sensing a spiritual connection) is normal) that his personal experience of mysticism is normal.

3.4 Innovation and intricacy

Figure 1 encapsulates our conceptualization, showcasing the process of transformation and the two major levels of human existence and/or human psyche (i.e., ordinary (Level 1) → trans-mystical (Level 2) ). Innovatively and significantly, our conceptualization is intended to support and/or to accentuate our theoretical position: that the subject matters of metaphysicism (e.g., a teenager’s mystical experience) are, in fact, “normal” or that they coincide with the realm of objective rationalization. That we may, in fact, use psychological premises (e.g., the use of philosophical psychology) to decipher, normalize, and scientize the perceived “extraordinary” nature of metaphysical context, mystical experiences, and the like. By all accounts, one may perceive and view the context of premonition ( Cameron, 1958 ; Dossey, 2009 ) as being something that is extraordinary and situates outside or beyond the realm of ordinary boundaries of life and death. This standing, however, emphasizes the importance of subjective experience (e.g., something that is perceived and viewed as being “extraordinary” for one person may not be so for another person). Moreover, such differences in personal experience may make the same belief subjectively rational for one person but not another person. Upon reflection though, we offer an alternative account, which is illustrated here in this section, where we contend that variations in mystical or metaphysical contexts may “cross-reference” with Maslow’s (1969 , 1971) hierarchy of needs framework:

Level 1: an ordinary mindset: Ordinary boundaries of human existence and/or human psyche may give rise to the proposition of a person’s “ordinary mindset”. Ordinary boundaries of human existence and/or human psyche (e.g., a student’s love for mastery of classical music), from our rationalization, coincide with Maslow’s (1968 , 1969) proposition of physiological needs, safety needs, belonging and love needs, and esteem needs. Level 1, from our point of view, is considered as a basic level or a low level of human psyche.

Level 2: a trans-mystical mindset: Extraordinary boundaries of human existence and/or human psyche may give rise to the proposition of a “trans-mystical mindset”. Extraordinary boundaries of human existence and/or human psyche (e.g., a teenager’s perceived ability to transcend to another time–space realm), from our rationalization, coincide with Maslow’s (1968 , 1969) proposition of self-actualization and self-transcendence. Level 2, from our point of view, is considered as a complex level or a higher level of human psyche.

Our philosophization, summarized in Figure 1 , is innovative for its proposition of an active process of transformation of a person’s psychological mindset. That a person’s mindset is contextual ( Phan et al., 2024 ) and changes with reference to a specific context at hand (i.e., Level 1 → L2). Moreover, from our point of view, normalizing and/or scientizing the subject matters of metaphysicism, mysticism, and the like may consist of the equivalency between two higher-order concepts: a trans-mystical mindset ≈ a state of self-transcendence. Variations in human experiences, ranging from ordinary and perceived realistic levels (e.g., one’s personal desire to live a cherished and self-fulfilling life) to extraordinary and perceived complex levels (e.g., one’s personal desire to seek theoretical understanding of the unknowns) may serve to change one’s psychological mindset (i.e., personal mindset → trans-mystical mindset).

4 Importance of antecedents: life wisdom and historical-sociocultural contextualization

Approaching the study of life and death education from a mystical perspective ( Phan et al., 2021 , 2023 ), or from the perspective objectivity vs. subjectivity, is insightful and interesting, as it may help advance theoretical understanding of the subject matters. An important issue for consideration, in this case, relates to one’s inclination to accept or to reject the enigma of the subject of trans-mysticism (e.g., a person’s perceived mystical life experience, such as his ability to transcend to another time–space context). Our attempt over the past few years has involved the use of philosophical analysis to help normalize the subject matter of mystical experiences and metaphysical contexts. That psychological premises, for example, may enable us to scientize the nature of metaphysicism. Interestingly, one of our reviewers recently mentioned a pivotal point, contending that philosophizing the relevance and/or the uniqueness of mystical experiences and metaphysical contexts does necessarily make them any more valid. That a person’s willingness to embrace the subject of trans-mysticism, likewise, may simply reflect and/or indicate his sense of curiosity, interest, etc. and nothing more. If this is the case, then it may be plausible to purport that universal contexts (e.g., the context of mastery and enjoyment of visual arts vs. the context of reincarnation) do not conjecture any “mystique” or “extraordinariness”. A specific life context is only mysterious or extraordinary (e.g., a teenager’s conviction that her personal experience of spiritual connection with a loved one who has moved on), perhaps, from a subjective point of view. Having said this, however, we want to briefly introduce two theoretical concepts that may offer grounding and discount the objective logic, validity, and/or legitimacy of trans-mysticism, metaphysical contexts, and the like:

i. The importance of life wisdom.

ii. The importance of historical-sociocultural contextualization.

To offer a balanced overview and to encourage scholarly dialogues, we have chosen to consider an alternative and/or a related viewpoint: that acquired life wisdom and/or one’s historical-sociocultural upbringing may predominate and support and/or strengthen the perspective of subjective rationality. This viewpoint considers the importance of subjectivity, personal experience and interpretation, and individual differences and contends that perhaps there is something mysterious about the study of metaphysicism. For example, life wisdom is an interesting commodity that may impart contextual epistemological beliefs, expectations, reflective thoughts, and the like. In a similar vein, historical-sociocultural grounding and/or upbringing may cultivate the cultural belief that ancestor worshipping ( Steadman et al., 1996 ; Lakos, 2010 ) enables a person to engage in spirit communication.

4.1 The importance of life wisdom

Life wisdom or life knowledge is somewhat different from contextual subject knowledge (e.g., knowledge of Algebra) as it connotes the importance of “generality”. Situating within the context of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ), life wisdom is defined as:

“A lifelong process that reflects cognitive maturity, diverse life experiences, and the continuation of acquired knowledge of different contexts. A person's wisdom of life, in this sense, is not analogous with his/her intellectual or cognitive development” ( Phan et al., 2021 ).

Unlike specific content knowledge, procedural knowledge, and/or conceptual knowledge (e.g., Algebra), life knowledge, or life wisdom, is somewhat generic and reflects a person’s maturity and diverse life experiences (e.g., a Buddhist nun’s life knowledge of spirituality). Progress in life, in this sense, may coincide with a person’s acquirement and/or development of life knowledge. It is interesting to note life and death education teaching considers the importance of “active transformation” of life wisdom, or life knowledge, into practice for positive and/or effective life functioning ( Phan et al., 2021 , 2023 ). Active transformation, importantly, emphasizes the nexus between theory and practical purposes. In terms of the present context, however, we posit that life wisdom may help to assist a person to view metaphysical contexts and mystical experiences somewhat differently. In other words, resonating with our earlier mentioning, a person’s life wisdom may in fact assist him with his subjective interpretation and rationalization – that, indeed, there is logic to the argument that metaphysical cases of reincarnation, premonition, spirit communication, etc. are extraordinary and situate outside the realm of ordinary boundaries of life and death.

4.2 The importance of historical-sociocultural and ethno-anthropological contextualization

Historical-sociocultural background and upbringing (e.g., a South African child who was born and grows up in Indonesia) may help to shape a person’s epistemological belief, cultural value, customary practice, etc. Extensive research development, to date, has acknowledged the importance of what is known as “sociocultural contextualization” or “situational placement” of one’s learning experiences and personal development ( Wertsch et al., 1995 ; Kozulin, 1999 ; Mahn, 1999 ). There are specific examples, briefly introduced here, that support the potency of historical-sociocultural and ethno-anthropological premises of life and death experiences. That a person’s specific historical-sociocultural upbringing may play a prominent role, helping to convince her that subjective, metaphysical, and extraordinary contexts are perhaps logical. For example, unlike their Western counterparts, Tibetans in general have been brought up from an early age to appreciate the importance of Tibetan Buddhist teaching ( Lama and Chodron, 2019 , Prude, 2019 ), which emphasizes the premise of reincarnation ( Burley, 2014 ; Barua, 2017 ) or the notion of the “birth-death-rebirth” cycle ( Park, 2014 ; Sarao, 2017 ). It is their collective cultural belief perhaps, that upon death, one would reincarnate to a new “being” or a new life. In a similar vein, as we cited earlier, many Taiwanese believe in what is known as an “underworld”, or a place where one could meet and communicate with loved ones who have moved on ( Phan et al., 2021 ). It is interesting to note though, that some Western scholars ( Greber, 1979 ; Buckland, 2004 ; Tymn, 2014 ; Pócs, 2019 ) have also made reference to the notion of “spirit communication”.

The brief accounts, as mentioned here, emphasize the potential relevance and applicability of personal upbringing, grounded in historical-sociocultural contexts. Similar to the case of life wisdom, we posit that historical-sociocultural contexts may support the theoretical lens of subjective rationalization. That a particular historical-sociocultural grounding may instill conviction, personal resolve, and/or firm belief that metaphysical encounters, mystical contexts, and the like are ontologically subjective not rational in perception, interpretation, etc.

5 Summation

In summation, the study of life and death education ( Chen, 2013 ; Huang, 2014 ; Seng and Lee, 2022 ) has established strong grounding for learning, research, and practical purposes. Central to this thesis is a pervasive desire for individuals to appreciate life and death experiences in all different forms. Philosophical, conceptual, and empirical research undertakings have been plentiful, resulting in a myriad of findings and viewpoints for consideration. Our own research inquiries of life and death education over the years, likewise, have provided some interesting findings and insights for continuing teaching and research development. One particular aspect for continuing development relates to the context of universality. Do all of us view, perceive, and/or interpret universal contexts the same or differently? That perhaps, for some of us, life and death contexts are different and exist outside or beyond the ordinary and realistic boundaries of humankind (e.g., a person’s perceived feeling and/or experience of time–space transportation). Indeed, as a recap, we have briefly explored this metaphysical or mystical topic of human agency in a few of our recent articles. This concerted effort has provided preliminary grounding for our proposition of a related psychological concept known as “trans-mysticism”.

The present article considers an interesting discourse: that we may, in fact, subsume and/or frame different subjective viewpoints and interpretations of universal contexts within one common objective, psychological lens. That a resulting trans-mystical mindset, in this case, may help to “objectivize” or scientize the subject matters of metaphysicism, mysticism, and the like. Relating to this proposition is our conceptualization of an equivalency between the process of transformation of an ordinary mindset and a personal state of self-transcendence (i.e., a trans-mystical mindset ≈ a state of self-transcendence). Our philosophization (e.g., situating the concept of a “trans-mystical mindset” within Maslow’s (1968 , 1969) hierarchy of needs framework), in this analysis, is intended to achieve three major feats:

i. To promote the possibility of normalization and acceptance of metaphysical contexts and mystical life and death experiences from the perspective of psychology.

ii. To introduce an alternative nomenclature or psychological concept, known as trans-mysticism, into mainstream trans-humanistic literatures for consideration – for example, a person’s contextual mindset may situate within a hierarchy, transforming from an ordinary level to a higher-order level or a trans-mystical level.

iii. To advance the study of life and death education by considering the legitimacy, logic, and validity of non-conventional or non-objective themes (e.g., the personal experience of premonition).

Overall, then, the focus of our philosophical inquiry raises several notable issues for consideration and/or acknowledgment. That innovatively and creatively, we have utilized psychological premises (e.g., the study of transpersonalism) and the formal teaching and research of life and death education ( Chen, 2013 , Huang, 2014 , Seng and Lee, 2022 ) to normalize and/or to scientize the subject matters of metaphysicism. Equally important is a focus that we briefly mentioned for future development, which seeks to elucidate the epistemic legitimacy or validation of personal conviction and belief that metaphysical contexts and/or mystical experiences are truly unique [e.g., is there something truly unique, objectively, about one’s mystical belief of a metaphysical encounter (e.g., his conviction that spirit communication is unique and does not coincide with everyday objective reality?)].

6 Inquiries for consideration: teaching, educational, and practical purposes

We acknowledge that it is somewhat difficult to conceptualize concretely the concept of trans-mysticism, and/or to convince someone that there is scientific truth to the subject matters of metaphysicism and mysticism. Unlike other theories, concepts, relationships, etc. in the social sciences (e.g., the study of human motivation for effective learning), trans-humanism in its entirety is somewhat abstract, subjective, and individualized, requiring philosophical analysis, reasoned judgment, and contemplation to assist with the attainment of meaningful understanding. In this section of the article, we introduce a few proposed inquiries that may add valuable insights and support our aforementioned proposition for further development.

6.1 Teaching and practical purposes

Quality teaching (e.g., on-campus) and innovative curriculum development, as a whole, is a central element of successful schooling and academic learning experiences. The nexus between research and learning outcomes may involve active transformation of research findings into practice, where possible [e.g., how do we transform the premise of premonition ( Cameron, 1958 , González-González, 2019 ) into positive daily practice?]. Our interest in this matter over the past few years has been to develop a “unifying” framework of life and death education that may take into account different theoretical lenses – psychological , philosophical , sociological , anthropological , etc. Such a unifying framework could, perhaps, help to provide complementary information for holistic understanding of the subject contents of life and death [e.g., a psychological viewpoint (e.g., psychological process of grief) + historical-sociocultural viewpoint (e.g., the Eastern viewpoint about death) of death].

Aside from a unifying framework that incorporates different theoretical lenses, what else can we consider for effective teaching and learning experiences? Consider, in this case, innovative curriculum development that places emphasis on daily relevance and applied educational and non-educational practices. Does a trans-mystical mindset have any practicality for consideration? Can a student utilize her trans-mystical life experience or an encountered metaphysical context to “better” herself and/or others? Is there a program for implementation that an educator could develop, which takes into account the importance of trans-mystical life/death contexts? These sample questions emphasize the importance of practicality or the transformation of theory into practice. To answer such questions, we would need to consider the potential negative perception of the subject matter itself – that:

i. Some or many students, in general, may not appreciate and/or view trans-mystical life/death contexts as a credible subject for studying (e.g., for their future study and/or career pathways).

ii. It is somewhat difficult to associate trans-mystical life/death contexts with everyday relevance and/or applicability.

iii. Some or many students may have differing viewpoints, religious faiths, cultural beliefs, etc. that would prevent them from embracing the subject of trans-mystical life/death contexts.

Mathematics, Biology, Chemistry, Economics, etc. are “hard pure theoretical” disciplines ( Becher, 1989 ; Becher, 1994 ) that are concrete, relatively straightforward in terms of comprehension, processing, and/or understanding, and may reflect daily life relevance. Where does the subject of metaphysical contexts and/or the subject of mystical experiences, in contrast, rank in terms of “intellectual categorization” (e.g., is there any “academic basis” to the study of trans-mysticism?) ( Becher, 1989 , 1994 )? Becher’s (1989 , 1994) framework of intellectual categorizations (e.g., treating the subject content of a trans-mystical mindset as a “soft pure theoretical” subject), in this case, may help to define or redefine the “intellectual rigor” of the subject matters of trans-mysticism, metaphysical contexts, and the like. In a similar vein, the pedagogical practice of theoretical infusion ( Phan et al., 2023 , 2024 ), as described earlier, may lend support and strengthen the perception of intellectual or “academic rigor” to the subject matters of trans-mysticism, metaphysical contexts, and the like. For example, the pedagogical practice of Buddhist infusion ( Yeshe and Rinpoche, 1976 ; Metzner, 1996 ; Master Sheng Yen, 2010 ) may associate trans-mysticism with the subject matter of Buddhist spirituality (e.g., that personal experience and/or feeling of Buddhist spirituality is non-ordinary or extraordinary, reflecting the uniqueness of mysticism), adding valuable academic insights for consideration.

The study of trans-mysticism, in its entirety (e.g., a trans-mystical mindset), may impart some relevant insights for daily life purposes. Daily life relevance, in this case, does not necessarily equate to useful practicalities for positive life functioning. Rather, from our point of view, life relevance arising from in-depth knowledge and personal understanding of trans-mysticism may relate to one’s ability to appreciate and accept the broad “humanistic” nature of life and death. Furthermore, appreciating the concept of trans-mysticism may enable and/or assist a person to recognize that interpretation of life and death can incorporate and involve different theoretical lenses – for example, objective reality vs. individual subjectivity.

6.2 Self-reflection and holistic state of consciousness-subconsciousness

We now turn our attention to another focus of inquiry, which seeks to consider the potential impact of a person’s trans-mystical mindset on her state of personal reflection. Personal reflection , as Schön (1983 , 1987) contends, may espouse two different types: “in-action” reflection (i.e., during the event) and “on-action” reflection (i.e., after the event). This theoretical premise is relevant and may, in fact, relate to the context of our discussion of trans-mysticism. There are a few inquiries that we have formulated for researchers, educators, etc. to consider:

i. Does a trans-mystical mindset coincide with or help a person to develop reflective thinking skills?

ii. Does an encounter with a particular trans-mystical context and/or mystical life/death experience help a person to develop reflective thinking skills?

iii. Can personal reflection assist a person to reason, accept, and/or embrace trans-mystical life/death contexts?

iv. Can reflective thinking serve as an informational source, helping to necessitate, prepare, facilitate, and/or sustain a trans-mystical mindset?

The main issue, from our point of view, is whether trans-mystical mindset and reflective practice are interrelated with each other. In terms of life and death contexts, specifically, we prefer to use the term “self-contemplation” or “personal contemplation” ( Chattopadhyay, 2022 ) over that of self-reflection. For us, self-contemplation is more than just a state of personal reflection of different types of life functioning. Rather, self-contemplation is transpersonal and reflects a person’s concerted introspection to seek deep understanding about life experiences and the true meaning of higher-order life attainments. Moreover, from our point of view, self-contemplation emphasizes the importance of one’s own self-analysis and philosophization about the true meaning of aestheticism and altruism. It would be an interesting endeavor to explore the self-contemplative nature of trans-mysticism. To facilitate this line of questioning, we propose a term that we coin as “trans-mystical contemplation” or “trans-mystical introspection” – for example: does a person’s experience of trans-mysticism (e.g., a person’s conviction and belief that she is able to connect spiritually with loved ones who have moved on) reflect his contemplative or introspective thoughts?

Our recent article introduced a mindfulness-related methodological approach known as “meditative-reflective documentation” ( Phan et al., 2024 ). Meditative-reflective documentation is an approach that encourages a person to document and note down specific phrases, drawings, keywords, etc. that could describe his “meditative-reflective” experience. This theoretical account of meditative-reflective experience contends that in-depth meditation may enable a person to attain and/or to experience a higher-order “meditative-reflective” state – for example, his perceived feeling of “extraordinariness”, such as the perceived feeling of out-of-body experience (e.g., self-awareness of the perception of “disassociation” of body and mind from the present time–space context). As a result of this mentioning, we wonder whether there is credence to consider an interesting proposition: that the totality of a person’s state of consciousness and subconsciousness may consist of a unification or a combination of similar states: a trans-mystical state , a meditative-reflective state , a self-actualizing state , a transcendence state , etc., ( Figure 2 ).

Figure 2 . A proposed holistic state of consciousness-subconsciousness here.

Our seminal idea, as described, considers the possibility that some discourse and/or course of action could act to facilitate the unification of different states of consciousness and subconsciousness (e.g., a trans-mystical state, a meditative-reflective state, a self-actualizing state, and a transcendence state). This unification, we philosophize, may serve to encapsulate the “entirety” of a person’s state of consciousness-subconsciousness. Our narrative, in this case, contends that metaphysical contexts and/or mystical experiences may help initiate, unify, and sustain the four aforementioned states of consciousness-subconsciousness.

6.3 Research development for consideration

In this final section of the article, we discuss a few research propositions that may assist to support our advocation for the study of the entirety of trans-humanism, including the proposed concept of a trans-mystical mindset. We acknowledge that overall, the subject of trans-humanism is abstract, philosophical, and can be somewhat incomprehensible at times, making it difficult for students, individuals, etc. to understand and appreciate. Even more difficult, perhaps, is the development of research undertakings that could in effect help to validate such representation(s). There are a couple of questions, at present, for us to consider:

i. How do we accurately measure and assess the underlying nature of a trans-mystical mindset?

ii. How do we measure, assess, and/or evaluate one’s perceived feeling of a metaphysical context, mystical experience, and the like?

iii. How do we validate the proposition of a holistic state of consciousness-subconsciousness ( Figure 2 ), which may consider the following: a trans-mystical state, a meditative-reflective state, a self-actualizing state, a transcendence state, etc.?

iv. How do we objectively validate, legitimize, and/or confirm that a trans-mystical mindset is unique or that metaphysical experiences are extraordinary and situate outside the realm of ordinary boundaries?

The sample questions above illustrate the complexities of the study of the entirety of trans-humanism. For example, how would we soundly and/or accurately undertake a research inquiry into the nature of a trans-mystical mindset? This question places emphasis on a research-related issue or matter known as “methodological appropriateness” ( Esterberg, 2002 ; Creswell, 2003 ; Creswell, 2008 ). Methodological appropriateness, in brief, relates to the development of an appropriate methodological design for usage that would, in turn, enable a researcher to measure and assess a concept, phenomenon, relationship, etc. adequately and accurately In the social sciences, there are a couple of robust and stringent methodological designs for researchers, educators, students, etc. to consider (e.g., Likert-scale inventories, surveys, open-ended interviews). Likert-scale inventories and/or open-ended surveys are relatively straightforward and, in this case, may offer simple, direct opportunities and/or pathways for the attainment of evidence into the perception of trans-mystical life/death experiences (e.g., I perceive that there is something out there, divine, that I cannot explain…).

An important line of inquiry for consideration entails a comparative analysis of viewpoints, perspectives, interpretations, opinions, etc. of the study of trans-humanism in its entirety. We purport that a “sociocultural-anthropological” approach could offer a more interesting account of perception, interpretation, understanding, etc. of metaphysical contexts, mystical experiences, and the like. A sociocultural-anthropological approach ( Phan et al., 2024 ), we contend, places emphasis on the importance of diverse customary practices, cultural values, epistemological beliefs, protocols, etc. As we mentioned earlier, historical-sociocultural grounding and personal upbringing may play a prominent role, helping to shape or influence a person’s behavior, viewpoint, interpretation, epistemological belief, etc. (e.g., that there is logic and relevance to the cultural practice of ancestor worshipping). In this analysis, research undertakings that place emphasis on ethnographic-anthropological differences or similarities (e.g., the contrasting viewpoints regarding a trans-mystical mindset in reception, belief, and conviction towards the notion of premonition) may lend support for a wider scope in study of perspectives, beliefs, opinions, and ideas of metaphysical contexts, etc.

7 Conclusion

The present conceptual analysis article, we contend, has advanced the study of transpersonalism in its entirety ( Maslow, 1969 ; Strohl, 1998 ; Hartelius et al., 2007 ; Lancaster and Linders, 2019 ) by considering an alternative – namely, the nomenclature “trans-humanism” and, in this case, the philosophized psychological concept of trans-mysticism. Our focus of inquiry, philosophically and theoretically, attempts to analyze the potential relevance and significance of trans-mysticism by situating its nature within the framework of life and death education ( Phan et al., 2021 ; Lei et al., 2022 ; Seng and Lee, 2022 ; Shu et al., 2023 ). Specifically, we purport that metaphysical contexts, mystical experiences, and the like may transform a person’s ordinary mindset to a trans-mystical mindset, helping him to appreciate, rationalize, and make reasoned judgments about the nature of such “extraordinary” encounters.

Overall, then, we contend that our focus of inquiry has added valuable insights for research, teaching, and practical purposes. Central to this thesis is our use of philosophical analysis to normalize and scientize a subject area that is perceived as being somewhat non-conventional. This utilization of personal philosophization has provided grounding for consideration of several interesting endeavors: (i) viewing life and death from contrasting theoretical lenses (e.g., objective reality vs. individual subjectivity), (ii) seeking to engage in higher-order human practices (e.g., meditative-reflection) in order to encounter and/or to experience metaphysical contexts and the like, and (iii) embracing the importance of “normalization” of extraordinary human psyche for daily functioning.

Author contributions

HP: Conceptualization, Formal analysis, Investigation, Methodology, Project administration, Supervision, Validation, Writing – original draft, Writing – review & editing. BN: Conceptualization, Formal analysis, Investigation, Methodology, Validation, Writing – original draft, Writing – review & editing. C-SH: Conceptualization, Investigation, Methodology, Project administration, Resources, Validation, Writing – review & editing. S-CC: Conceptualization, Funding acquisition, Investigation, Methodology, Project administration, Resources, Supervision, Writing – review & editing. LW: Conceptualization, Funding acquisition, Investigation, Methodology, Resources, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

HP would like to express his appreciation to the University of New England, Armidale, Australia for allowing him to undertake his sabbatical in late 2022, which led to the preparation and writeup of this article. A special thank you to the National Taipei University of Education and, in particular, the Department of Education for hosting the first author’s sabbatical. Finally, the five authors would like to extend their gratitude and appreciation to the Associate Editor and the two reviewers for their insightful comments, which have helped to enhance the articulation of this conceptual analysis article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: life and death education, trans-mystical mindset, transpersonalism, trans-mysticism, hierarchy of needs, mediative-reflective state, transcendence state, self-actualizing state

Citation: Phan HP, Ngu BH, Hsu C-S, Chen S-C and Wu L (2024) Expanding the scope of “trans-humanism”: situating within the framework of life and death education – the importance of a “trans-mystical mindset”. Front. Psychol . 15:1380665. doi: 10.3389/fpsyg.2024.1380665

Received: 02 February 2024; Accepted: 10 April 2024; Published: 23 April 2024.

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Copyright © 2024 Phan, Ngu, Hsu, Chen and Wu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Huy P. Phan, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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‘He Is Our Sinatra’: Lin-Manuel Miranda on Why Marc Anthony — and His New Album, ‘Muevense’ — Are So Important (EXCLUSIVE)

By Lin-Manuel Miranda

Lin-Manuel Miranda

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New York City is filled with Latin music icons, and legendary singer Marc Anthony and “Hamilton” / “In the Heights”/ “Encanto” composer Lin-Manuel Miranda are two in a long and illustrious legacy. With Anthony’s new album “Muevense” arriving this Friday — and him performing his new single, “Ale, Ale,” at the Latin American Music Awards tonight on Univision — Miranda took the time to pay tribute to “our Sinatra”: the man whose music, as you’ll see below, was the soundtrack to so much of his life.

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It may have been your last Spring Break with your friends, screaming “Voy a reír, voy a bailar…” at the top of your lungs. It may have been blasting “No Me Conoces” during your first heartbreak (“Y AHORA RESULTA QUE NO SOY SUFICIENTE PARA TI, WHOAAA…” you sang to that empty bedroom). Or walking down the aisle to “Vivir Lo Nuestro”/ “Nadie Como Ella,” too many classics to count.

Here’s my Marc Anthony Story. My first album was “Otra Nota,” which I purchased at Nobody Beats The Wiz with my 13th birthday money in 1993, because “Palabras Del Alma” was already so inescapable that I had to hear the rest of the album. Even as a teenager, I knew that the passion and depth in this young man’s voice was beyond anything I’d ever heard in salsa. It forced me to double down on learning to dance salsa, so that by the time “Todo A Su Tiempo” came out in 1995, I was ready to tear up the dance floor at Mayra Linares’ quinceañera with all her gorgeous friends.

I was at the New York Puerto Rican Day Parade in 1997, watching Marc Anthony on the main stage on 86th Street and 5th Avenue, when Tito Puente came by on a passing float. He pointed at Marc, jumped down from his parade float, and took to the mainstage for a blistering timbale solo on the song already in progress, a passing of the torch I’ll never forget.

I went to see Marc Anthony’s Broadway debut in “The Capeman” that same year, and sang “Adios Hermanos” with my friends at graduation.

My mother reports that after she dropped me, her youngest child, off to college in 1998, she listened to “Contra La Corriente” for a month straight. “’YO TRATO, TRATO, TRATO, PERO NO TE OLVIDO…’ Lin-Manuel, I was so depressed at our empty nest and that album got me through it.”

When my son Francisco was born, Marc’s voice was singing on our childbirth playlist: “Si te vas, si te vaaas…”

I could go on, but these notes only have so much space.

All this to say, a new Marc Anthony album is always cause for celebration, and it speaks to the timelessness and consistency of his voice and his musical collaborators that at any moment you can turn on any radio station and within the same commercial-free music block, hear a song he recorded last year next to a song he recorded 30 years ago. He is our Sinatra, and when we hear him, we also hear the echoes of all the unforgettable moments in our own lives.

And now here comes “MUEVENSE,” a new soundtrack for the next chapter in Marc’s life and ours. The blistering title track, “Muevense,” which is all over ONE CHORD, but contains a universe of syncopation and will flood all dance floors. An ex-lover classic in “Punta Cana,” which joins “No Me Conoces,” “Hasta Ayer” and “Y Hubo Alguien” in the pantheon of “You Broke Up With Me and You’ll Always Regret It.” But “I’m Thriving” anthems, now in bachata mode! “Si Te Enamoro,” headed for your next wedding playlist immediately. “Ojala Te Duela,” a historic foray into mariachi with the great Pepe Aguilar, and confirms what we have always known: that lágrima in Marc’s voice transcends styles and musical boundaries. “En La Distancia,” by the great Colombian songwriter Fonseca, has one of the most exciting musical builds in Marc’s discography. “Ale Ale” is as close to a valedictory speech as you’ll ever hear Marc give, his “My Way.” “A Donde Vamos A Parar” is the breakup/crying on the dancefloor jam you’ve been waiting for, written by Marc’s namesake, the legendary Marco Antonio Solís. The album’s closer, “Amarte A La Antigua,” has the craziest held note into a key change you’ve ever heard, and will be a staple in our lives for years to come.

Thank you, Marc. Every new album is a promise of more life, more music, and more memories, and “Muevense” is up there with your best. See the rest of you on the dance floor.

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Student Protest Movement Could Cause a Tumultuous End to School Year

Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

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Protesters and tents fill a university lawn seen from an aerial view.

By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening. Speaker Mike Johnson said he would meet with Jewish students at Columbia University on Wednesday and give remarks about the “troubling rise of virulent antisemitism on America’s college campuses,” according to a news release.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson

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A teacher is a person who helps us understand ourselves. They are the supporters who help us through tough times. Teachers are important because they help us to become the best versions of ourselves. They are like superheroes with the power to ignite our curiosity and help us grow. They teach us numbers, alphabets, and fascinating stories.
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FAQ's Essay on Importance of Teacher In Our Life. Question 1. Why are teachers important in our lives? Answer: Teachers play a critical role in shaping our future and making us a better individual. They know that their students are the future of the nation, and they put in their best efforts to groom the students and pass on their knowledge ...
PDF The Lasting Impact of Influential Teachers
Our research findings suggest the importance of growing and nurturing teacher-student relationships. Key Words ... Introduction This research sought to better understand the influential impact of teachers on the lives of others. To collect data, fifteen working teachers participated in this study, and were ... The high expectations of ...
Teacher Essay for Students in English
A teacher is a beautiful gift given by god because god is a creator of the whole world and a teacher is a creator of a whole nation. A teacher is such an important creature in the life of a student, who through his knowledge, patience and love give a strong shape to a student's whole life. A teacher shares academic knowledge, ethical values ...
Importance of Teachers in our Lives
Teachers inspire us to pursue our dream with great dedication and passion. A teacher provides the knowledge selflessly and helps to shape the lives of hundreds of students. And hence teachers are the role models for their students. The Teachers' Day is around the corner. In India, teachers day is celebrated on 5 September across the country and ...
Importance of Teachers in Life
Guidance: They are a source of guidance for us and help us make proper decisions in life. Support: They support us in our decisions by giving us ideas and means to achieve our goals. They also help us in arriving at solutions for our problems. Inspiration: Teachers are also sources of inspiration and they act as role models for many of us at ...
Essay on Role of Teachers in our Life
This is the most important role of a teacher. A teacher is responsible for imparting the knowledge to the students. They prepare the lesson plans and deliver the lectures. Mentorship: Teachers not only impart the knowledge but also contribute the mental development of a student. They act as a mentor for the students.
An Importance of The Teacher In Our Life [Essay]
An Importance of The Teacher In Our Life [Essay] Vinayak SP. 5/09/2023. For the success in education or in our business life, there is a TEACHER who creates an important ...
Speech on Importance of Teacher in Our Lives for Students
Teachers play a very important role in shaping the future of their students. Right from kindergarten to university, they are the ones who impart knowledge and teach us about everything important. Moreover, they also teach us about ethical values and imbibe in our moral values. Thus, we can say that teachers shape our personality into something ...
Importance of Education in Life: [Essay Example], 624 words
The importance of education gives meaning and motivation to your future, indisputably illuminating how it is the ultimate apparatus for personal empowerment and cannot be ridiculed so idly. Keep in mind: This is only a sample. Get a custom paper now from our expert writers. Get custom essay.
Essay on the importance of teachers in our life.
Knowledge is the most important tool in the life of human beings. As we grow up, we tend to learn on our own, but initially, teachers play a vital role in helping students acquire knowledge. Teachers help in the overall development of children, teachers help students develop writing skills, oratory skills, and leadership skills. Teachers teach ...
Essay on Importance of Education in Life and Society (500+ Words)
Education is a weapon to improve one's life. It is probably the most important tool to change one's life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual's life. Education improves one's knowledge, skills and develops the personality and ...
The Importance of Teachers in Our Lives Essay
Teachers play an integral role in shaping the values, ethics, and morals of their students. Through their words, actions, and interactions, they model behaviors that students often emulate. This influence helps in instilling qualities like empathy, integrity, and respect for others. Teachers are also instrumental in fostering social skills and ...
Role of Teacher in our Life
1. Make learning a fun. Their main task is not only teaching but also preparing children for a better tomorrow. Rather than explaining concepts through large boring lectures in a technical way they make their class exciting & fun. 2. Draw Real-life connections. Good teachers are the closest companions of the children.
Essay on Importance of Teachers in Our Life
The Importance of Teachers in Our Lives. A teacher is one of the important in everybody's life. They teaches us the fundamentals and basics of the life. They build social skills among us and teach us how to be good responsible citizen to gain success in our life. Teachers help us to learn about ourselves and our place in the universe.
Speech on Importance of Teacher in Our Life
Teachers ignite the spark of curiosity in us, encourage our creativity, and fuel our imagination. They introduce us to the joy of learning, the excitement of discovering new things, and the satisfaction of achieving our goals. Apart from academic learning, teachers also impart essential life skills such as teamwork, discipline, problem-solving ...
Geoffrey Stone Marks a Half Century of Teaching
"I still love teaching, interacting with students, and having them to my home for dinner (occasionally). Like my remarkable colleagues, our students are smart, curious, hard-working, and challenging. Teaching is a joy." In his early years of teaching, Stone describes himself as a hippie.
Frontiers
2 The importance of life and death education: a brief introduction. Life and death education (Chen, 2013; Huang, 2014; Seng and Lee, 2022) is an interesting subject for teaching and learning, given its potential relevance and significance for daily life purposes. The study of life and death education, in its entirety, seeks to understand and ...
Lin-Manuel Miranda on Why Marc Anthony Is So Important
In this heartfelt essay, 'Hamilton' / 'Encanto' composer Lin-Manuel Miranda explains why Marc Anthony's music has been so important in his life.
Student Protest Movement Could Cause a Tumultuous End to School Year
Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

Why Teachers Are Important in Society- Why Teachers Matter

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Role Models

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Teachers Play a Great Role in the Economic Development of the Country

The Most Important Characteristics of a Great Teacher

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How to Become a Teacher

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2. Pre-K, K-8, or High School

3. Get a Degree

4. Get a Teaching Certificate

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