Through a dynamic interplay of philosophical analysis and fine-tuned fieldwork, this
dissertation seeks to bear witness to the presence and power of the personal core of teaching, a
dimension of education that, I argue, is of utmost importance, but which remains largely
undervalued by educational policymakers and underexamined by educational research. I first
carry out a careful phenomenological analysis of teaching that illuminates the existence of
teaching's personal core, as well as its defining characteristics. Then, following the research
orientation David Hansen (2021) names bearing witness, I render narratives drawn from 1,150
hours spent observing three different kinds of teachers: a high school history teacher, a collegiate
cross country and track and field coach, and master chefs who work with adolescent apprentices.
My philosophical analysis reveals that these three diverse modes of teaching share a common
personal core and manifests the pedagogical import of this dimension of teaching for fostering
students' self-actualization. I conclude by drawing out implications of my study for teacher
education and practice, and by offering recommendations for how teacher educators,
administrators, and teachers can better recognize and respond to the reality of teaching's personal
core.
