Matt’s notes
Here are the video and/or audio links!!
As far as notes go… this episode doesn’t have many from Matt!
As a general aside, he’s trying to get better at reading… and to make reading a persistent, daily habit… borne of necessity and joy…
In terms of connecting more closely to the land where he is an uninvited visitor… I’m strongly recommending Celia Haig-Brown’s Resistance and Renewal: Surviving the Indian Residential School… I am nearly finished, and have been annotating the margins like I haven’t done since Grad School…
Matt really wants to get more time in reading, and after that he’ll probably have more to say!
Doug’s notes
Students are the centre of learning, not whatever whizbang tool someone just found.
Can you have teaching without learning?
Teaching may be compared to selling commodities. No one can sell unless someone buys. We should ridicule a merchant who said that he had sold a great many goods although no one had bought any. But perhaps there are teachers who think they have done a good day’s teaching irrespective of what people have learned. There is the same exact equation between teaching and learning that there is between selling and buying.
Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath and Company.
A college is an institution that exists to provide instruction. … shifting to a new paradigm … A college is an institution that exists to produce learning.
Under the logic of the Instruction Paradigm, colleges suffer from a serious design flaw; it is not possible to increase outputs without a corresponding increase in costs, because any attempt to increase outputs without increasing resources is a threat to quality.
Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6), 12-26.
Early interest in learning, or training, was centred purely on behaviour.
Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.
(The) relationship between teaching and learning is neither a necessary relationship, nor that it is always automatically a desirable relationship.
In all these cases was that the encounter with the concept and the request to adopt the concept… moved students beyond the traditional learner identity, moved them away from comprehension, to very different ways of being in and with the world. That comprehension became less central for the students was nicely demonstrated by a student who, when we had an informal gathering after the last session, asked me about something I had said earlier in the course. She prefaced her request by saying “I didn’t really understand it, but I’m not really concerned about that”.
Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243.
“No matter how good teaching may be, each student must take the responsibility for his own education.”
John Carolus S. J.
The secret of education is respecting the pupil.
Ralph Waldo Emerson
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