The Wiley Handbook of Sustainability in Higher Education Learning and Teaching

Also, at times, it is possible that we, as educators, want to see ourselves as the spark that inspires students to self‐change and flourish. However, we must be vigilant, as our ego may come to the fore. Instead, we might think of ourselves as part of a larger system working toward excellence.

Such a responsibility demands a great deal of humility. Becoming virtuous is a life project, an open‐ended process; we need to remind ourselves that our relevance comes not because we are realized virtuous persons, but because we recognize the value of becoming virtuous and we strive for virtues (Sanderse 2012). In this sense, our moral interactions with students are micro‐moments in our moral, political, and spiritual growth. The meaningfulness of these micro‐moments will depend on the stage of moral development of students and our own, and where both meet on the journey.

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