Opinion
Teaching our teachers
COMMENT | There is this idea of showing recordings of good teachers teaching - the prime minister liked it a lot and wants schools to adopt and implement. I suppose the minister of education would abide by his wish.
But I hope I am wrong. This is not to be the solution to improve our education system. If this is so, I believe this is an idea whose time should never come.
This could be good as a piecemeal case study of best practices in teacher training, but misses the point entirely of what teaching is all about.
Each teacher should come in with a passion for teaching (and learning as well), and be developed right there in the classroom. Being coached, mentored, assessed, and professionally developed as an ongoing effort to develop teaching.
The evolution of passion lies in first seeing teaching as a job, then as a profession, and next as a “calling” and the realization that a teacher has the responsibility, privilege and vision to nurture young minds to become not only good ,but also good thinking citizens.
Philosophy of teaching
This is a basic philosophy of teacher empowerment. This has to be the pillar upon which the complex world should rely as we “batch process human beings” through that conveyor belt called “schooling”. An education minister or leader of human capital revolution in any sovereign state must understand this notion of education “from the cradle to the grave”, as the cliché goes.
No amount of technology can replace a human being, a teacher, including via that proposal to use video-tapes of “Japanese-style teaching” so that our children can start “looking East”, while our education system is still plagued with major structural issues of race, religion, power, and class.
We read about touch and go ideas being "mandated", not understanding the interconnectedness of education, teaching, learning, understanding, and transmission and creative development of knowledge and subject matter. We seem to have those leading education with not enough or none-at-all classroom experience. Unfortunate. For the children of this and future generations.
In late September in Chicago, I had the opportunity to visit the home and studio of the great American architect Frank Lloyd-Wright, as well as the home of the Nobel-Laureate and literary giant Ernest Hemingway.
I made some notes reflecting on what makes America still a home of innovators and frontier thinkers, and why many students from all over the word, Trumpism aside, still wish to gain places of study in America’s best universities. It is the commitment to good teaching and to the idea of ars liberalis (arts of a free Man), and the Deweyian-Freirian progressive educational-philosophical foundation of education that permeates the corridors of academia, in a nation-state and a republic that separates religion and the state.
This framework of schooling, also based upon the idea of Progressivist-Pragmatism rather than purely on an Essentialist-Ideological basis, has helped Americans develop brain-power industries. Of course, the idea of America as a nation state that has developed into a “military-industrial complex”, a postmodern Sparta, is a different matter I can discuss in a different essay.
The products of teaching
If we produce good teachers, we'll produce good teaching, and good students, and we'll have hope to produce a good generation of those we put on the conveyer belt of education. But it all must start with the philosophy of teaching and how we conceive what the human mind is all about.
Therein lie a complex kaleidoscopic understanding of the content, professional knowledge, skills, attitude, and vision a teacher should have. Then there is the "multiplier effect" of what a teacher can do to thousands of young minds in his/her care. A teacher, simply put, can make or break the soul and spirit of a child, of thousands of children.
Herein lies the idea of human alienation and despair when good teachers are not produced. Herein lies the answer to why students drop out of school and become a problem to society.
That is why we need to have good practitioners as educational leaders, even at the ministerial or the highest national-educational administrative levels. How do we create geniuses, such as Frank Lloyd-Wright, Da Vinci, Nikolai Tesla, Nelson Mandela, or even Steve Jobs, Miles Davis, and Ernest Hemingway, if we do not have inspiring teachers and a transformative education system that will help empower teachers to become geniuses themselves?
There is a sense of despair and dread of what is happening in our educational consciousness these days. That we are not moving much further in the way we conceive this mega-structural change called the “new economy” or the wave of the “4.0 industry” that we are now gradually plunging into, as we continue to see the unpreparedness of the workforce, produced by the conveyer belt of human engineering called “schools”.
We continue to fail to answer the question: what are schools for in this age and time and how the movable and immovable parts in the system play their role in our preparation
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