Three-fourths of the 180 Centers for Teaching Excellence found in U.S. colleges and universities have been developed over the last decade. Excellence in Teaching has never been discussed more. Yet clarity about what actually constitutes quality in teaching is not at all apparent. This essay suggests a contrast between two ways of conceiving excellence in teaching—an excellence of achievement as compared to an excellence of desire. The one, based on a marketing model of education, stresses measurable outcomes, with an emphasis on the acquisition of information. The other, drawing from themes in the history of Christian spirituality, evokes a wisdom tradition that nourishes unsatisfied desire as a principal goal. In the latter, less importance is ascribed to the teacher's self-conscious need to call attention to his or her particular competence. Set free from “the maintenance of control,” the teacher can be more open to a common search (and excellence) to which everyone contributes.
