There is a tradition that the church represents, without which we wouldn't have the church, that's all about diving deep beneath the surface of the culture and finding those timeless, eternal truths that the whole Christian enterprise is rooted in. And one of those is that you don't come to God at 180 miles an hour.

Here, I think, is another clue to finding true self and vocation: we must withdraw the negative projections we make on people and situations - projections that serve mainly to mask our fears about ourselves- and acknowledge and embrace our own liabilities and limits.

People are always asking, "Is this person in front of me the same on the inside as he or she appears to be on the outside? Is there congruence between what's within that person and the words and actions I'm viewing and hearing externally?" Children ask that about their parents; students ask it about their teachers; parishioners ask it about their pastors and priests; employees ask it about their bosses; and in a democracy, citizens ask it about their political leaders.

As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.

Every good teacher and every good parent has somehow learned to negotiate the paradox of freedom and discipline. We want our children and our students to become people who think and live freely, yet at the same time we know that helping them become free requires us to restrict their freedom in certain situations.

Each time a door closes, the rest of the world opens up.

Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.