In "The Hidden Wholeness" Palmer introduces two important concepts: paradox and space. The paradoxes that characterize teaching situations often cause the kinds of fears explained in chapter two. Four basic paradoxes are separating head and heart, facts from feelings, theory from practice, and teaching from learning. If a teacher chooses to emphasize one side of the paradox over the other, classes achieve "lifeless results."

However, if teachers accept paradox, they will be able to design an effective teaching learning space. Teachers must use six paradoxes as they structure their learning space. The space should be bounded but open, be hospitable but "charged," invite the voice of the individual and the voice of the group, honor "little" stories of students and "big" stories of disciplines, support solitude yet surround it with resources of community, and welcome silence and speech.

As he explains each of the six, he develops one of his central ideas. The paradoxical space is where students find their voice. "Learning does not happen when students are unable to express their ideas, emotions, confusions, ignorance ,and prejudices, In fact , only when people can speak their minds does education have a chance to happen."

Teachers who have accepted paradox develop the kind of hidden wholeness that is necessary to live through the fearful moments when things don't go well in class. If teachers have that wholeness, they will have a deep sense of community with students, self, and discipline "that is both the root and the fruit of teaching at its best."