Three Levels of Transcendence

Transcendent atmosphere: The goal of a transcendent atmosphere is for the learners to feel safe and take risks. To create the atmosphere of transcendence, the teacher must empower and facilitate "the learner's feelings of self-valuing" (O'Hara, 2015, p.7). Trust and feelings of comfort emerge in the classroom. When the learner feels comfortable in the classroom, he or she takes risks and participates in class, which can lead to transcendent interactions and encounters later in the relationship. The atmosphere must be cooperative and collaborative, not competitive. The atmosphere sets the stage for each learner to find and develop their unique personal gifts.

Transcendent Interaction: After a transcendent atmosphere is created a transcendent interaction follows. The interaction is characterized by trust. The interaction is mutual and includes love, respect, loving, so as to break down barriers. Transcendent interaction includes high expectations for each learner. Interaction “is mutually loving, mutually respectful, mutually trusting, and mutually developmental” (O'Hara, 2015, p. 7). Interaction hinges on the juxtaposition of high expectations for learners and commitment to “each learner’s personal evolution and development” (O'Hara, 2015, p.7). So, the teacher must create a classroom in which students strive to become the best they can be as individuals. And, the teacher must push their students to achieve their very best.

Transcendent Encounter: Once the transcendent atmosphere and interaction are established a transformation may occur that impacts both the teacher and learner profoundly. Such an impact is everlasting. Both parties "see their world differently" (O'Hara, 2015, p.7), which hightens unconditional nuturing and empowerment for both teacher and learner.