April 5, 2019, by atysg
Do we need a new concept of teaching? (UoN Philosophy Taster Lecture)
After sitting in a philosophy lecture today, I realised that philosophy makes you question EVERYTHING. Including teaching.
We discussed Andy Fisher and Jonathan Tallant’s alternative view of teaching. It was so interesting I decided to write a blog about it!
What is teaching?
1. Learning
Teaching is when someone learns, right?
Not necessarily!
Picture this: Freddie has swimming lessons. Despite all the swimming coach’s efforts and years of lessons, Freddie still cannot swim.
Most of us would still count this as teaching.
Therefore, learning is not necessary for teaching.
2. Intention
Okay, but the coach intended to teach Freddie. So intention must be necessary for teaching, right?
Wrong.
Remember School of Rock? Mr S didn’t intend to teach but the kids still thought he was teaching – otherwise his cover would’ve been blown!
The problem:
If learning and intention aren’t necessary for teaching, what actually is teaching?
(I warned you Philosophy makes you question everything).
A new concept of teaching:
Don’t stress. This is where Fisher and Tallant come in!
They claim that teaching has occurred if someone judges they are being taught under ideal conditions.
If the learner is drunk and incapable of being taught, these are not ideal conditions for teaching (sorry to break it to you).
Outcomes:
Think of the social benefits…
- A less restrictive approach helps teach children philosophy (see P4C approach).
- Anyone can teach as long as the learner believes they are being taught.
Or is it too problematic?
- Observers cannot judge whether teaching has truly occurred (watch out Ofsted!).
- It doesn’t distinguish teaching from indoctrination.
I’ll leave it to you to decide!
Find this topic interesting / want to know more about Philosophy at UoN? Comment below, tweet us at #Nottsdicussions or email N.Schneebley@nottingham.ac.uk
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