And that is why I love teaching the old way, the way that is driven by a metaphysical conviction about the world and about truth. For me, this kind of teaching is an act of rebellion in this present age—an attempt in some small way to convey the idea that the world is given, not constructed, and that meaning is to be found, not created. A good teacher must always be driven by conviction—that the world is and that it has meaning, and that it is so much bigger than any one person can ever apprehend.
Teaching—true teaching, not the mere imparting of techniques or earning potential—is perhaps the most delightful calling and privilege in the world. It has its challenges, but it brings incomparable joys. The second greatest joy I have as teacher is seeing that flash of light in a student’s eyes when a previously unknown or misunderstood concept suddenly becomes clear because of something I have said. And the greatest joy (albeit a rarer one) is the one I experience when a student writes or says something that indicates they have gone far beyond that which I, as a teacher, have been able to teach them. When they become greater, I delight that I become less. For such is the proper order of things, if teaching is truly about truth and not about power or making disciples. Yet neither joy is possible where there is no truth to discover and where the world is simply whatever the loudest and most aggressive among us care to claim that it is. Good teaching is a matter of metaphysics.
—Carl Trueman, Teaching As Joyful Rebellion