You’re the Teacher – Teaching & Learning, and SoTL, in Philosophy

You’re the Teacher – Teaching & Learning, and SoTL, in Philosophy

Embracing the Art and Craft of Teaching Philosophy

As a seasoned IT professional, I’m well-versed in providing practical tips and in-depth insights on technology, computer repair, and IT solutions. But today, I’m stepping out of my usual domain to explore a different field – the art of teaching philosophy.

The sources I’ve reviewed provide a fascinating glimpse into the world of teaching and learning in philosophy, with a particular focus on the Scholarship of Teaching and Learning (SoTL). This field examines how we can better understand and improve the teaching and learning processes within the discipline of philosophy.

Philosophical Teaching as an Act of Orchestration

At the heart of this discussion is the idea that teaching philosophy is not a straightforward matter of imparting knowledge. As philosopher Elliot Eisner eloquently states, effective teaching requires the “ability to recognize dynamic patterns, to grasp their meaning, and the ingenuity to invent ways to respond” in the moment. (Eisner, 1983)

Teaching philosophy is more akin to an orchestration, where the instructor must be attuned to the subtle cues and “enigmatic messages” (Eisner, 1983) from students, and then make in-the-moment decisions about how to proceed. It’s not about rigidly following a pre-determined script, but rather, adapting fluidly to the unique dynamics of each classroom.

The Limitations of Research-Driven Approaches

The sources I’ve reviewed highlight the limitations of a purely research-driven approach to teaching. While studies and data can provide valuable insights, they can’t capture the full complexity of the classroom experience. As Eisner notes, “Teaching action is more immediate than reflective.” (Eisner, 1983) Instructors must be able to make judgement calls and respond intuitively to the needs of their students.

This is not to say that research is irrelevant. Rather, it serves as a foundation, offering guidelines and options that instructors can draw upon. But the ultimate decision-making happens in the moment, guided by the instructor’s values, experience, and understanding of their unique classroom context.

Embracing the Uncertainties of Teaching Philosophy

One of the key insights I’ve gleaned from these sources is the importance of embracing the uncertainties inherent in teaching philosophy. As Dave Cormier notes in his presentation, many aspects of our educational and social systems are focused on problem-solving, on finding well-defined answers to clearly delineated problems. (Cormier, 2023)

However, the nature of philosophy is often more ambiguous, with complex, multifaceted questions that resist simple solutions. Instructors must be comfortable navigating this uncertainty, resisting the urge to provide definitive answers and instead guiding students to explore the nuances and different perspectives.

Aligning Teaching Practices with Personal Values

In the face of this uncertainty, Cormier suggests that instructors can ground their decision-making in their personal values. By reflecting on what they truly care about, they can make choices that are aligned with their core principles, even if there isn’t a clear-cut “right” answer. (Cormier, 2023)

This resonates strongly with my own experiences as an IT professional. While I may not be teaching philosophy, I’ve faced situations where the “right” course of action wasn’t immediately obvious. In those cases, I’ve found it helpful to refer back to my values – what I truly believe is important – and use that as a guiding light.

Rethinking the Relationship between Teaching and Research in Philosophy

The sources I’ve reviewed also shed light on the complex relationship between teaching and research in philosophy. Traditionally, the focus in academia has been on research productivity, with teaching often viewed as a secondary responsibility. However, this dynamic is being challenged, particularly in the realm of SoTL.

Elevating the Status of Teaching

One of the key themes that emerges is the need to elevate the status of teaching within the philosophy discipline. As the interview with Michelle Catalano highlights, even full-time instructors who are dedicated teachers can be undervalued and underpaid compared to their research-focused counterparts. (Catalano, 2018)

Catalano makes a compelling case for the creation of distinct “teaching tracks” that are on par with traditional tenure-track positions. This would not only provide greater recognition and stability for teaching-focused professionals, but also help to attract and retain the best and brightest minds in the field of philosophical pedagogy.

Bridging the Gap between Teaching and Research

At the same time, the sources emphasize the importance of maintaining strong connections between teaching and research in philosophy. While some instructors may be more focused on teaching, they can still benefit from engaging with the latest research and developments in the field.

Conversely, researchers can enhance their teaching by drawing on the insights and experiences of their teaching-focused colleagues. As Eisner notes, research can provide a “background” for teaching, offering guidelines and options that instructors can adapt to their specific contexts. (Eisner, 1983)

By fostering a more symbiotic relationship between teaching and research, philosophy departments can create a dynamic ecosystem where both aspects of the discipline are valued and mutually reinforcing.

Embracing Imagination and Collaborative Ideation in Philosophy Education

Another key theme that emerges from the sources is the crucial role of imagination and collaborative ideation in philosophy education. Ruha Benjamin’s book “Imagination: A Manifesto” emphasizes the power of art, stories, and collective dreaming to challenge existing paradigms and envision new possibilities. (Benjamin, 2022)

The Importance of Imagining Alternate Futures

Benjamin argues that in order to enact meaningful change, we must “populate our imaginations with images and stories of our shared humanity, our interconnectedness, our solidarity as people.” (Benjamin, 2022, p. 102) This is particularly relevant for philosophy, a discipline that grapples with complex, often intractable problems.

By encouraging students to imagine alternative futures and possibilities, philosophy instructors can empower them to think beyond the confines of the status quo. This can inspire bold, creative solutions to the wicked problems that philosophy often confronts.

Collaborative Ideation and the Importance of Diverse Perspectives

The sources also highlight the value of collaborative ideation in philosophy education. Rather than relying solely on individual imagination, instructors can foster collective dreaming and problem-solving by engaging students in activities like the collaborative story-building exercise described in the MYFest sessions. (MYFest, 2023)

By bringing together diverse perspectives and experiences, these collaborative exercises can help uncover new ways of understanding and addressing complex philosophical questions. This aligns with Benjamin’s emphasis on the importance of involving people from a wide range of backgrounds and epistemologies in the process of imagining and creating alternative futures. (Benjamin, 2022)

Conclusion: Embracing the Art of Teaching Philosophy

As an IT professional, I’ve been deeply inspired by the insights gleaned from these sources on teaching and learning in philosophy. While the disciplines may seem worlds apart, there are valuable lessons that can be applied across different fields.

The key takeaways for me are the importance of embracing the inherent uncertainties and complexities of teaching, aligning our practices with our core values, and fostering collaborative, imaginative approaches to problem-solving. By elevating the status of teaching and forging stronger connections between teaching and research, philosophy departments can cultivate a rich, dynamic ecosystem that prepares students to tackle the most pressing philosophical challenges of our time.

As I reflect on my own experiences in the IT field, I’m reminded of the value of constantly adapting, experimenting, and being open to new perspectives. Just as philosophy instructors must be skilled “orchestrators” of the learning experience, IT professionals must be adept at navigating the ever-evolving landscape of technology and client needs.

Ultimately, the lessons from the world of philosophical teaching and learning serve as a powerful reminder that education, in all its forms, is a deeply human endeavor. By embracing the art and craft of teaching, we can inspire our students to think critically, imagine boldly, and work collaboratively to create a better future.

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