In these blog entries I have described trust, for
the most part, as a characteristic of interpersonal relationships that develops
when individuals exhibit vulnerabilities to their colleagues, and their
colleagues reciprocate by exhibiting their own vulnerabilities. I have argued
(implicitly, at least) that expressing vulnerabilities is a cause that leads to
trust as an effect. Not only that, but in this description, the cause is of
secondary importance to the effect, which is of primary importance. In short, cause-vulnerability
(secondary importance) leads to effect-trust (primary importance).
Carolina Riveros-Ruenes approaches this formulation
a little differently by emphasizing the primary importance of vulnerability.
Her blog entry focuses on the difficulty of trusting one’s colleagues—especially
when engaging in any form of sharing of teaching or pedagogy (e.g.,
observations of others’ classes, sharing student work, etc.).
She claims that working through the vulnerabilities
created by sharing with your colleagues is important for your students’ sake,
and that the act of doing so makes you a stronger teacher.
She offers advice for working through those
vulnerabilities and argues that doing so develops trust between colleagues that
can extend to other work throughout your educational institution.
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