I’ve added an education category to the site. Given how much time I’m spending on the topic, I figure it’s about time. There will continue to be some crossover with philosophy, but this section will be more about the nuts and bolts of teaching.
I did a brief “microlesson” presentation in one of my education classes tonight – about 30 minutes on Descartes and the hyperbolic doubt thought experiment. Just as I got rolling my time ran out. One of the other students felt like I had left the class on a cliffhanger – setting up the experiment, but not having time to actually talk about Descartes’ findings. Leave ’em wanting more, I suppose.
But it got me to thinking about something that’s been occupying my thoughts a lot lately – there seems to be a real tension between the Deweyan approach I say that I want to take, and the way I actually teach. I try to initiate class discussion a lot, and I think I’m reasonably successful there. (Although I can get better.) But in order to to try and give the students a shot at understanding some of the admittedly cryptic texts we read, I spend a lot of time doing lecture and boardwork. I’m starting to wonder if I should try and be less text-centered, to push the students to develop their own approaches. But that might mean giving up on exposing them to some really thought-provoking material. I dunno. I’m still muddling through this.