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Learning Teacher philosophy
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Sat Jan 25 2003 at 17:16:45
Originally not a formal
philosophy
, the
concept
of the
learning
teacher
has become widespread, both in the
cognitive science
s and in
public
. It opposes the
conventional
idea of the teacher as a
static
authority
, whos only
purpose
is to convey a predetermined list of
knowledge
to his or her students. One
expression
compares this view to considering the teacher a 'talking
textbook
'. The view is increasingly criticized for not only reducing the teacher's positive
result
s with students, but also for causing
stagnation
within the
practical
field of modern teaching. The latter refers to the impossible task of
continual improvement
within a field determined to be a constant
repetition
of its contents.
A 'learning teacher' is, on the most basic level, assumed to learn about his or her students during the
act
of
teaching
. This means continual
adjustment
to the
detail
s of teaching a specific
skill
or
topic
, so that students with different
predisposition
s are capable of learning at a fairly equal rate. In practice, this means explaining certain things in several different ways to ensure that every student can identify with at least
one
way of understanding it. While any teacher will either learn or be told to think of this when teaching, this particular skill tends to develop better with
experience
than by formal
instruction
. However, for the learning teacher, it is always important to
observe
students while they try to learn.
To aid in this
aspect
of the learning teachers work, many different
branch
es of
psychology
and the cognitive sciences are trying to establish
routine
method
s for creating '
learning
profile
s'. The reason is to make it easier to prepare a teacher for teaching a specific student or group of students, allowing him or her to know
in advance
what sort of problems to expect and what sort of
solution
s to prepare.
Log book
s made by teachers during and after teaching students, concerning observations of the students' prefered ways of learning, are one angle through which such profiles are meant to be established. Some, however, put
emphasis
on the need for methods comparable to
personality test
s, which allow a simple, possibly even
universal
set of
question
s and
challenge
s, to be viewed by an
expert
to quickly produce reliable learning profiles. For both
approach
es, it is important to emphasize the need for continual updating of profiles, since any persons learning profile will inevitably change through continual learning.
One, arguably very different approach to the concept of learning through teaching is an
extension
of the concept of
learning by doing
. Practical experience has long been seen as a vital part of learning, even in
conventional education
. Experts all over the globe are currently working hard on developing new and improved
simulation
s of skills in use, to allow students to practice those skills in a
risk-free environment
. However, this aspect of the learning teacher expands the idea to teaching, using
standard
class presentation
s as its base model. Class presentation, as found in many schools, involves a student to study, on his or her own, a single
item
of interest within a greater body of knowledge and then present it to the rest of the class, This is learning by teaching at its most basic: The student is forced to be aware of many otherwise ignored details and
relation
s in the item in order to properly present it. Also, the possibility of being asked several questions after a presentation requires further thoroughness. In later
education
, writing a
report
or even a
thesis
will
emulate
this way of improving the detail of learning by having the student present the
subject
to others. Learning by teaching is merely a conscious extension of this, putting the student in the teachers place, possibly even to
teach
the
material
to others (as opposed to merely presenting it; teaching requires a sufficiently prepared and diverse presentation and knowledge to ensure that people actually
understand
you, not just listen).
The philosophy of the learning teacher is constantly being expanded and modified, and different
variant
s on it keep appearing. The above only sketches out the two major
theme
s of it.
(
idea
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hotthamir
(2.9 d)
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Tue Jan 28 2003 at 2:28:52
Socrates
never said things like, "I know, learn from me." Instead, he encouraged people who came to him in pursuit of knowledge to think for themselves by asking them questions. In his dialogue in
meno
, Socrates proved that an illiterate boy with zero days of schooling understood
geometry
. The American school system and many schools through out the globe are getting away from learning by repetition, such as memorizing facts, and are experimenting with, and often times implementing the "Socratesian" way of teaching.
Every one is gifted in one form or another, it is what we can extract out of people, and not what we can stuff into people, that most old days philosophers like
Plato
and Socrates concentrated on. This can be verified by reading their dialogues, in which Plato or Socrates stimulate people by asking questions, instead of answering questions asked to them.
This may or may not work for subjects with alot of memorization like biology or history, but still, history is open to interpretation by analyzing historical events from different sources and angles.
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