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Art of Teachng

This document discusses whether teaching is an art or a science. It presents perspectives from several authors on this topic. N.L. Gage views teaching as both a science, with principles that can yield predictability, and an art that involves judgment. Phillip Jackson argues teaching relies more on relationships, routines, insights and hunches than scientific theories. Elliot Eisner sees teaching as a "poetic metaphor" more concerned with the whole than discrete skills. Louis Rubin compares a teacher's pedagogy to an artist's techniques. Overall, most agree teaching effectively blends both artistic and scientific elements.

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SwÏng Talunay Taborda
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326 views12 pages

Art of Teachng

This document discusses whether teaching is an art or a science. It presents perspectives from several authors on this topic. N.L. Gage views teaching as both a science, with principles that can yield predictability, and an art that involves judgment. Phillip Jackson argues teaching relies more on relationships, routines, insights and hunches than scientific theories. Elliot Eisner sees teaching as a "poetic metaphor" more concerned with the whole than discrete skills. Louis Rubin compares a teacher's pedagogy to an artist's techniques. Overall, most agree teaching effectively blends both artistic and scientific elements.

Uploaded by

SwÏng Talunay Taborda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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ScienceandArtofTeaching

Whatpartofyourteachingisscience?
Whatpartofyourteachingisart?
IsTeachinganArtoraScience?
Scienceofteachingimpliesthatgood
teachingwillsomedaybea9ainablebyclosely
followingvigorouslawsthatyieldhigh
predictabilityandcontrol.
Italsoinvolvesar>s>cjudgmentaboutthe
bestwaystoteach.
Teachersrespondwithinsight,sensi>vity,and
judgmenttopromotelearning
N.L.Gage
ProfessionalKnowledge
Groundedinscien>cprinciplesandasetof
personalexperiencesandresources
Teachersgutreac>ontoateaching/learning
situa>onasitunfolds
IsteachinganArtoraScience?
Thehunches,judgment,andinsightsofthe
teacherareasimportantasthescienceof
teaching.
Dynamicsamongstudents
Compromisesbetweenstudentsandteachersaremore
importantthananytheoryaboutteaching
Itstheeverydayrou>nesandrela>onshipsthat
determinetheprocessandoutcomeofteaching
PhillipJackson
IsteachinganArtoraScience?
Teachingisbasedprimarilyonfeelingsand
ar>strynotscien>crules.Teachingisanartand
acraN.
Thescien>cmovementinpsychology,especially
behaviorism,andthescien>cmovementineduca>on,
especiallyschoolmanagementreducesteachingtotrivial
specica>ons
Teachingasapoe>cmetaphormoresuitedtosa>sfying
thesoulratherthanthehead,moreconcernedwiththe
wholeratherthanasetofdiscreteskillsors>muli.
Theroleoftheteacheristoorchestratethedialogue
(conductor)movingfromonesideoftheroomtotheother
Ellio9Eisner


IsteachinganArtoraScience?
Eec>venessandar>strygohandinhand.Giventhe
everydaychallenges,teachersmustrelyonintui>on
andinsightgainedthroughexperience.Hecallsthis
withitness
instruc>onaljudgmentsquickcogni>veleapsand
informalguessestoexplainthedierencebetween
theeec>veandtheineec>veteacher
itsafeelforwhatisrightmorethanprolongedanalysis
comparesteacherspedagogywiththear>stscolors,
poetswords,ormusiciansnotes
LouisRubin
IsteachinganArtoraScience?
SeymourSarasonteacherasaperformingar>st.Teacher
a9emptstoinstructandmovetheaudience.A9emptsto
transformtheaudienceintermsofthinkingandins>llingnew
ideas.Thisaltersthepersonsoutlooktowardobjectsorideas.
Themetaphorrequiresthattheperformingar>stpossesses
talentandinnateabilitytobeeec>vealongwithsucient
rehearsalandcaringbehavior.
Needforteacherstounderstandstudentsandforgood
teacherstoconnectwiththeiraudience.
Successfulteacherunderstandshim/herselfand
understandsandacceptsothers
Teachingasascience
Themorescien>courapproachthemorewe
ignorethear>s>c,andthespontaneityof
teaching
Teachingasasciencethepedagogyis
predictableandcanbeobservedand
measured
Scien>cideascanbethebasisfordiscussion
andanalysisoftheartofteaching
Ornstein
IsteachinganArtoraScience?
Goodteachingblendsemo>ons,feelingswith
objec>vityofobserva>onsandmeasurements
andtheprecisionoflanguage
Knowledgeofteachingisachievedby
classroomprac>ceandexperience
AllanOrnstein
Humanis;cTeaching
Focusonthefeelingsanda]tudesofthe
learnernotknowledgeandinforma>on
Feelingsanda]tudesdeterminewhat
knowledgeandinforma>onaremost
important
Gainingselfesteemrelatedtohigh
achievement
Makestudentsfeelgoodaboutthemselves
Humanis;cTeachingfocusonthe
learner

ChildcenteredteachingDewey
PlaycenteredMontessori
Ac>vitycenteredKilpatrick
CompromiseSizer
Noddingscaringteachers
Glasserhumanis>cteaching
Lackofhumanismandmoralteachinghasresultedin
lackofconscienceandcaringOrnstein
DiscussionQues;ons
Howwouldyoudefendtheclaimthatteachingshouldbe
consideredanart?
Howwouldyoudefendtheclaimthatteachingshouldbe
consideredasscience?
Whatquali>esaremostimportantforateacherto
possess?
Whatarethebenetsofhavingteachersfocustheir
instruc>ononthedarksideofhumanbehavior?Whatare
thedrawbacks?
Whoshoulddecidewhattopicsarelegi>matetostudents
tolearnabout?Howshouldsuchdecisionsbemade?

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