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Teachers and Students

The educational conversation is sprawling, but would perhaps benefit from a closer evaluation of the terms being tossed about. We frequently talk about "our teachers" and "our students" and proceed as if we know what we mean by that, but the deeper one gets into the educational conversation, the more blurred that line becomes.

What does it mean to be a student of something? Is it any more or less accurate to speak of being a lover of something?

Do we actually take things to be teachable? Here, perhaps, is an opening for a platonic discussion (specifically the Meno), but I would like us to expand beyond that as well. The Meno insists that virtue can't be taught, but it also assumes that teachers, aside from teachers of virtue, do exist. So what do we take them to be teaching? What do we take to be teachable?

And what is a teacher? A person (who is additionally all the other things that go into being a human being)? Or the subject itself? And if a subject seems unlearnable, what are we doing badly in our approach/presentation of it? If it seems intuitive and easy, what are we getting right?

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    • A former member
      A former member

      POST_SCRIPT: I want to post a topic based on these comments

      June 21, 2016

    • Chad B.

      I have no idea how you remember these conversations. But after re-watching the video, I will say that I was disturbed by the stated goal of getting children "to do what you want." That implies socialization rather than teaching. But on the other hand, that may be understandable because he is teaching parents (by example) to teach children by example.

      June 21, 2016

  • A former member
    A former member

    We understand only what we *make*:

    That the only true knowledge is knowledge possessed by the maker of his creation, is summed up by Hobbes in the dedicatory epistle in the Six Lessons:

    "Of arts some are demonstrable, others indemonstrable; and demonstrable are those construction of the subject whereof is in the power of the artist himself, who, in his demonstration, does no more but deduce the consequences of his own operation.

    March 27, 2014

    • A former member
      A former member

      cont.. The reason whereof is this, that the science of every subject is derived from a precognition of the causes, generation, and construction of the same; and consequently where the causes are known, there is place for demonstration, but not where the causes are to seek for. Geometry therefore is demonstrable, for the lines and figures from which we reason are drawn and described by ourselves; and civil philosophy is demonstrable, [End Page 222] because we make the commonwealth ourselves. But because of natural bodies we know not the construction, but seek it from the effects, there lies no demonstration of what the causes be we seek for, but only of what they may be."

      March 27, 2014

    • Chad B.

      Is understanding the same as proof (i.e., mathematical or logical demonstration)? And isn't demonstration really an act of "giving" rather than "making?"

      March 28, 2014

  • A former member
    A former member

    My first thought is 'teacher' can be understood in two different ways. The first is teacher as status - this comes with the professional and rhetorical requirements for convincing others that you deserve to assert that status. The second is teacher as helper - which brings in all sorts of interesting paradoxes

    March 17, 2014

    • George

      But back to the topic (as introduced) at hand:
      One can be a willing student of something, without being a "lover" of it.

      March 26, 2014

    • A former member
      A former member

      As a lover, I learn best from philosophers I see as fellow students. This doesn't mean they disclaim themselves or make things out to be difficult but that theyve been wisped up by the mysteries such that their gathering seems intuitive..if not easy

      March 26, 2014

    • A former member
      A former member

      I've liked Reggie Watts for a while =] Haha, great example of what happens when you have an educational regime not dedicated to a purpose

      March 21, 2014

  • Chad B.

    Encyclopaedia of Educational Philosophy and Theory: http://eepat.net/doku.php

    March 19, 2014

  • A former member
    A former member

    As I noted in my profile, I got to the ABD stage in philosophy of education (at Syracuse). Much of my initial interest was in the somewhat ontological issues mentioned here. And those issues were addressed not at all in the work in this academic field. (Almost everything involved the ethical/political issues of fairness and justice in the provision of education and it's conduct). In remote corners, you could find work on the epistemology of educational research, or the leftovers of analysis of educational concepts (what was big in the field in the 1970s--I have a small library of this stuff I inherited from my mentor).

    1 · March 19, 2014

  • A former member
    A former member

    Sadly I have a comedy show and will miss this

    March 17, 2014

    • A former member
      A former member

      Hilarious!

      March 19, 2014

    • A former member
      A former member

      Tragedy is comedy..especially after Reversal!

      March 19, 2014

  • jerry

    As a teacher, I wish I could make this one! But, I will be out of town.

    March 18, 2014

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