January 27, 2007
Teaching Teachers to Teach
I've noticed, ever since I've committed my energies to the professor track and getting into grad school, that despite the numerous differences in teaching styles, there is a fundamental core to a professor's methods that will affect the learning environment and the class dynamic. The core is a spectrum. There is, on one end of the spectrum, teachers who have a clear, pre-defined destination and a clear, pre-defined classroom methodology for reaching that end. Moving toward the center, some professors seem to have the destination laid out, but refuse to include a pre-defined methodology. On the other side of the center, some professors will give a clear and pre-defined methodology, but will leave the destination either ambiguous or non-existant. Then, at the opposite extreme, some professors neither define a set methodology nor a set end.
In my experience, the most comfortable environment is one where the destination is not defined, but there is still a natural order to the progress. I feel this type of teaching creates the most natural and often the easiest environment to learn in because it most closely mirrors both the pursuit of philosophy and the pursuit of science. Scientists, in the truest sense of the word, do not seek to justify a pre-established conclusion. Philosophers in the purest sense set out to find the nature of reality without seeking to justify what their first impression of reality is. The problem with the effects of all the other teaching styles is that the first extreme seeks to establish a set conclusion without creating an environment in which all avenues can be explored and all assumptions can be set aside. The problem with the other extreme is that there is no order and nothing is accomplished. It creates a postmodern learning space in which nothing can be achieved and thus, there is no motivation to do anything.
I just wish there was some way to teach teachers to teach. I could greatly benefit from that in my future plans. I guess the most critical element is listening more to the students. When professors are more detached, the only thing a student can really gain is memorizing a bunch of concepts and blindly finding out how to fit them together. Ah, the value of a liberal arts education!
Posted by EvanReynolds at January 27, 2007 3:12 PM
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