Meditating with Carini

In this paper, I am concerned with the ways in which one is habituated into looking at students through Descriptive Inquiry as meditation. In exploring this question, I trace my own journey from student to teacher educator—marking the ways in which Patricia Carini’s (2000) means of attending with care influenced and marked my journey at every turn. In sharing my journey in narrative form, I first showcase an alternative habituation to looking at students—rare in the current educational context—and then articulate how I seek to influence the habitus in which new teachers are educated.