In chapter 7 Palmer explores the possibility of an education reform movement. Many teachers, says Palmer, approach him saying that they are the only ones on their campus who believe that teaching should be defined as Palmer does. They feel the weight of an organization resistant to change and develop a kind of hopelessness.

Palmer suggests that the answer is to join or create a movement. As he sees it, movements have four stages: isolated individuals decide to live 'divided no more'; like-minded individuals find each other and form a community; the community goes public; and a system of alternative rewards emerges to sustain the movement's vision.

Finding the undivided life is a crucial experience. Citing the actions of Rosa Parks in the civil rights movement, Palmer explains that people in this stage find a new center for their lives, deciding that whatever punishments may come from the system are not worse than the punishment of living divided, internally believing one way but externally conforming to a different vision. Teachers in this stage decide to "teach each day in ways that honor their own deepest values rather than in ways that conform to the institutional norm."

Communities of congruence supply mutual reassurance, help develop the movement's vision, and create a training ground for action. Palmer admits that finding such communities is hard in academia and praises the emergence of teaching and learning centers as places where such communities may develop. In these centers Palmer hopes that committed teachers find and talk to each other.

Going public is making the visions of the group known to the larger social body. Palmer is especially pleased that reforms such as those he calls for are also being practiced by the educational arms of large corporations. For instance, a report from the Big Six accounting firms asks universities to prepare students who have analytical and conceptual thinking abilities.

Finding the alternate system of rewards gives people a renewal that allows them to go forward in joy. People feel rewarded by finding and teaching from their own identity: "no reward that anyone offers them could be greater than the way they reward themselves by living their own truth."

The conclusion is that teachers who teach as Palmer suggests bring abundant blessings to their situation. The students of these teachers are transformed because the teachers have "the courage to teach from the most truthful places in the landscape of self and world, the courage to invite students to discover, explore, and inhabit those places in the living of their own lives."