Teaching, Learning, and Other Miracles by Grace Feuerverger (review)

Reviewed by: Teaching, Learning, and Other Miracles by Grace Feuerverger Kamal Mahmoud Grace Feuerverger. Teaching, Learning, and Other Miracles. Rotterdam, The Netherlands: Sense Publishers, 2007. 156 pp. $30.00 sc. “Learning is a treasure which accompanies its owner everywhere.” —Chinese proverb “Better than a thousand days of diligent study is one day with a great teacher.” —Japanese proverb “Education is light, lack of it darkness.” —Russian proverb Source: Website of the National Education Association in Washington DC: http://www.nea.org Teaching, Learning, and other Miracles by Grace Feuerverger is a genuine translation of the essence of the aforesaid proverbs. For example, in conformity with the Chinese proverb above, Feuerverger reflects on her school days and says, “I was given unimaginable treasure” (1). In this narrative book, the author shares with readers her autobiographical story with emphasis on the educational aspect. Although the simple and straightforward title of this book does not reveal its rich content, a critical reader is able to benefit from its hidden treasures and use them as guidelines for life success. As well, choosing the word ‘miracles’ in the title is successful as it reflects the reality of most schools nowadays. The author’s message here is that miracles are already seen in some schools, while others still need miracles for change to happen. The introduction of the book gives an impression of the religious background of the author who considers “[A]n explanation of teaching and learning in schools as a sacred life journey” (1), and thinks that “[T]eaching became a pilgrim’s journey” (2) and that “[A] teacher can be a messenger...to his or her students” (3). In this ambitious work, Feuerverger reflects on her academic life, first as a student and later as a teacher. The book consists of a series of chronological episodes, each carrying a specific message to learners, teachers, and educators. The author successfully delivers those messages through discussing the main goals of this literary work. “As a child of Holocaust survivors”, Feuerverger stated that one of the main goals behind writing this book was to give hope to the school children who suffered from war, violence, poverty, and abuse as well as for those who teach them (1). [End Page 184] Another goal was to shed light on the significant role that a good public education can play in building the character of students of all backgrounds, cultures, races and religions (ibid.). Moreover, the book was an attempt “to explore the ways in which teaching as an act of courage and beauty forms the basis for creating a spirit of community within the classroom and beyond (2).” She also wrote this book to highlight the significance of school as a salvation during her childhood (ibid.). Feuerverger cleverly discussed those goals through the distinguished outline of her book, which is divided into two main parts: first her school life as a child and as a teacher, second her professional experience as a university professor. Each part is broken down into chapters that were ordered in pursuant to the author’s professional life cycle. The first part of the book mirrors Feuerverger’s experiences as a school child who survived the Holocaust and found a refuge in the school. Emotionally and sometimes sadly she described her memories in school as being full of diverse students who came from different ethnicities and cultures. The author narrated how she lived “bilingualism in a multicultural context (19).” Next, she depicted a portrait of her passion for school and the French language and how they became her only homeland and offered her hope in the world. She said that “French language saved my life and the classroom became my true and only home” (25). Then, Feuerverger discussed her first experience as a school teacher and how she adopted storytelling as a pedagogical approach. She believes that “a great teacher is a great storyteller” (47). This belief conforms with Doyle (1990) who argues that teachers store their knowledge in narratives. In part two, Feuerverger reflects on her teaching experience as a university professor, where she managed to build a warm rapport with her students via “journaling and storytelling.” That was followed by an elaboration...

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