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%VALUING LEARNING 770222
The successful teacher prompts students to value
learning; not just in the abstract sense, but in terms of
particulars. This means that the teacher must induce the
student to value specific knowledge and skills. Thus the
teacher prompts the student to set priorities for
intellectual and emotional attention --- causing the
student to allocate limited time to attend to one course
of study rather than to another course of study. The
student's motivation and concentration depend upon valuing
the knowledge and skills which are the focus of the
learning venture. Thus, to the extent that the learning
venture has specific identifiable goals relating to the
mastery of specific knowledge and skills, the student must
be prompted to value such knowledge and skills.
Thus transmitting values is an essential aspect of
teaching. This fact occasions a perversion of the
teaching process --- wherein the teacher becomes the agent
for the induction of students into professional
collusions. This' occurs even in pre-professional programs
within liberal arts colleges --- colleges dedicated to
liberating students from ignorance and limited
perspectives. The resolution of this irony is not to be
found in more highly "qualified" teachers. As
traditionally defined, the most highly "qualified"
teachers are likely to be most deeply trapped in their
professional collusions. They are least likely to
perceive how their covert instructions regarding values --
- trap their students in their professional collusions.
Non-enslaving education in valuing learning must thus
involve procedures which are structured to insure
interaction between individuals who are participants in
diverse collusions. The interaction must be genuine. If
it is genuine, it will probably involve great emotional
strains for the participants --- because their most
cherished assumptions and preconceptions will be
challenged. Their ultimate concerns will often be exposed
as not meriting ultimate concern. To be effective such a
program must thus provide a fail-safe context in which to
try new ways of perceiving all that is other than
ourselves. Only in an emotionally fail-safe context will
students and educators feel free to take such risks
through a high level of mutual trust.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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