As I am both a current student and very early in my teaching career, I do not yet feel entirely set in my understanding of what it means to embody the role of an instructor. Especially insofar as the role serves to place me as a facilitator between an institution and a student. In the two courses I have TA’d so far, I have already felt the tension between the want to ensure this particular student is able to prosper in their learning, and the obligation to maintain impartial consistency with university policies and scheduling demands.
An unfortunate truth of institutions of higher learning is that they are often perceived as mechanisms of employment and little more (I witnessed this belief in action many times while employed at the U of A Career Centre). Being awarded a degree shows success in conforming to institutional demands over several years, an appealing trait for any employer. However, at the core of my view on teaching (undeveloped as it may be) is a firm belief that education is more than a mere means to a fancy desk, rather it is a real opportunity to exercise our minds for a lifetime of strengthened critical thought.
Conceptualization of Learning
To me, learning constitutes one of two processes: gaining knowledge on a specific subject matter, or developing proficiency in a particular skill. These processes are by no means exclusive, especially if we consider something like the skill of memorization, which demands gaining and retaining new knowledge to develop that skill (as memorizing already memorized information is not particularly additive). As well, these processes often inform and enable one another, as some degree of knowledge on how to perform a skill is often prerequisite to attempting that skill, and the practical development of a skill often opens new pathways for accessing related knowledge.
As an example of the former, I can think back to my time as an Apprentice Electrician, wherein the knowledge of electrical safety and installation procedure is a requirement to ensure that the first site you work on is not your last. For the latter, an excellent example is the skills I gained in researching as a result of the academic writing I have done thus far; my ability to access increasingly fruitful resources at a more rapid pace is only possible by my practice in research.
In any combination of these processes, there are three very substantial demands made of the learner: the self-awareness to determine areas of possible development (often perceived as deficiencies), the vulnerability to admit and permit external support, and the optimism to keep pushing through potential barriers. All of this culminates into a profound sense of humility being required to be a strong learner, and as a result, it often only comes about from assurances and safety offered by the instructor.
Conceptualization of Teaching
I am fortunate that the field of philosophy not only allows but requires student discussion to achieve its learning objectives. It is deeply important to me that I can give students an opportunity to practice the critical thinking I teach, and thus it is equally important that I provide a learning environment that allows students to feel comfortable to do so. However, looking back at those three demands of students, I assume that most struggle with one or more of these, as they require a daunting amount of reflection. I still struggle with all three routinely, and I have been a student for nearly seven years!
In a discussion format, some archetypes emerge depending on which demand is more strenuous for the student. Those who are overly confident and domineering speakers often struggle with self-awareness of the first, as there is a sense of having already ‘figured it out’ and their contributions serve to kindly gracing us with their wisdom. Others struggle with originality and strictly present the textual arguments in place of their own; these students struggle with the second as the vulnerability of supporting your own position is overwhelming, so they defer to pre-existing ‘approved’ claims. There are also those who are sheepish and struggle to share in class; these students often lack the optimism to view their thoughts as ‘worth sharing,’ viewing themselves as irreparably ill-suited for the activities at hand.
Addressing this (non-exhaustive) list of missteps should always be tailored to the specific needs of the class, however the first step towards fostering academic humility is always to be a role-model of it. For students to know they are in a safe space, you need to show them it is safe, and there is no better way of doing this than to put your own pride on the line. This means admitting to errors or gaps in knowledge, conceding when a student makes a compelling counter, seeking further information when student curiosity outpaces planned curriculum, and more than anything, being human. It is still important to accept the role as the one leading the classroom, but to always remember that students and teachers are radically equal; the teacher just has the benefit of already completing the education the student is in the process of receiving, and the fortune of being competent enough to explain it.
Goals for Students, and Implementation and Assessment
I teach with a singular goal in mind: advancing the development of critical thinking in each student. I feel like I have succeeded when a student can independently (or with minimal prodding) identify a bias or contradiction in a claim, and generate some form of counter or correction. The claim can be their own, one offered by the text, by another student, or myself. To be critical of something goes beyond simply pointing out a mistake, as it also requires having enough care to try and improve upon the claim. For students, this means challenging their own biases and to both identify and examine the underlying norms and biases of the world around them (or at least, in the text).
To display this, in addition to the prior mentioned class discussions, written essays are also employed to track critical thinking ability and often count substantially more in course weightings. Writing is viewed as a sort of levelling mechanism, where charisma (or lack there of) is not a compelling factor in advancing one’s views. It is important to note that I do not particularly care about grammar unless it substantially impedes an argument, this is to accommodate different levels of skill in writing and proficiency in English. If I have been effective in showing mechanisms of argumentation, students should be able to demonstrate them in a written format with relative ease.