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An Educational Philosophy in a single Paragraph
For the past 25 years, I've professed English at a small,[link widoczny dla zalogowanych], liberal arts university in Iowa. Like the majority of such post-secondary institutions, it has sought ways to chamfer the sharp fringe of the recent economic scimitar. My institution has, I believe, taken an approach both prudent and wise. The prudent part: it has expanded its on the internet and on-campus vocationally-oriented degree programs. The wise part: it's reaffirmed its resolve for the liberal arts. Compressed in the original definition of arts may be the idea that a training course of study could be freeing (Latin: liber,[link widoczny dla zalogowanych], free), empowering students to successfully transition from parochial and limiting perspectives to the sensitivities and flexibilities demanded by the world widening zone of complexity, a world at the same time increasingly diverse and increasingly interrelated. I believe the liberal arts can prepare students for all careers; indeed, even in those careers commonly construed as vocational,[link widoczny dla zalogowanych], for example business and medicine, liberal arts coursework has been built-into business and medical school curricula. As part of my institution reaffirmation of a liberal arts education,[link widoczny dla zalogowanych], it has tasked several faculty with creating the school of Liberal Arts and Sciences (CLAS). A key question facing CLAS (or any college, school, or program for instance) is how it can enhance student learning. What follows is my contribution to that particular discussion educational philosophy in one paragraph.
I assume certain fundamental skills underlie all learning, regardless of discipline. I additionally assume all learning is really a matter of training,[link widoczny dla zalogowanych], the best way of getting better at something. Now,[link widoczny dla zalogowanych], assuming my assuming isn some slippery seed stubbornly impervious towards the grasp of reality, a way to both make our CLAS distinctive and enhance student learning. If learning, real, genuine, take-it-with-you-into-the- world learning,[link widoczny dla zalogowanych], results from training,[link widoczny dla zalogowanych], what should we be training students in? Intellectual depth. And how do we train students in intellectual depth? Through organizing our courses around teaching styles, assignments, and classroom activities that encourage reflection,[link widoczny dla zalogowanych], research, reasoning, analysis, interpretation,[link widoczny dla zalogowanych], and critique; that foster formulating questions, identifying assumptions, discerning implications/conclusions,[link widoczny dla zalogowanych], and adopting multiple perspectives; that promote application (that is, can students do something on their own, as a result of our instruction,[link widoczny dla zalogowanych], in novel circumstances) and self-evaluation (which, of course, students will need to be taught to complete); and that emphasize writing, which ligatures thought and adorns it, which makes it doubly compelling. This sort of training is the biggest issue facing liberal arts and sciences (its reason for being,[link widoczny dla zalogowanych], actually), and its supply of academic excellence. One more thing to: we should never, not once, for a minute, forget that students have lives that far exceed our particular interests which the form and making of those lives have had, have,[link widoczny dla zalogowanych], and can have much more effect on the women and men they are and will become than we will. The challenge to all of us is captured in Prospero question to Miranda in Shakespeare The Tempest: see thou else. We can't transform students, not in the strict sense of the meaning of but we are able to enable them to see the and in that small way (which is a real big way) maybe show them that instead of being swept along by events they've the means to wield the broom.
I've, I've been told "a useless degree" Three of them actually, AA Humanties, BA English Literature MA Liberal Arts as well as for my books and papers and learning --those who say it is useless look at my job (answering services company monkey with great health insurance--instead to be an adjunct professor at three schools without any health insurance)
But the things they don't see because they have never seen is the HUGE ELSE: I can think,[link widoczny dla zalogowanych], I can write, I'm able to connect past, present and future across disciplines. I am proud to say I was not trained but educated. Love this post!
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