Carrie Douglas' Socratic Seminar Preparation

Carrie Douglas
ENG 297A
Dr. Mueller
Socratic Seminar Preparation
October 12, 2007

Passages:

1. Paulo Freire’s “The ‘Banking’ Concept of Education”: "Through dialogue, the teacher-of-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow." Page 61

I feel that this passage is important to teacher-student relationships as it erases the titles “teacher” and “students” that sustain the distance between all those involved in the classroom experience. These titles merely assist in maintaining “banking education.” I also like the idea that everyone is “jointly responsible” in education. After all, I do not think it should be solely the educator’s job to instill knowledge; students have a role in their knowledge attainment, too. Lastly, I love the concept of a “give-and-take” classroom. With open minds, both “teachers” and “students” can instill knowledge and gather knowledge freely from one another.

2. Paulo Freire’s “The ‘Banking’ Concept of Education”: "The students -- no longer docile listeners -- are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express their own." Page 62

Personally, my favorite professors are the ones who accept all student opinions as options. The worst, most dull professors are those who present a specific text and preach their interpretation, accepting no others. By being open-minded to student opinions, teachers can not only learn from their students but foster a wonderful relationship with students as well. Students will view their teachers as flexible, approachable human beings, which only makes learning all the better.

3. Howard Gardner’s “The Education of Intelligences”: "Authorities generally agree that, outside of schooled settings, children acquire skills through observation and participation in the contexts in which these skills are customarily invoked. In contrast, in the standard classroom, teachers talk, often presenting material in abstract symbolic form and relying on inanimate media such as books and diagrams in order to convey information. Schooling generally treats subject matter that one cannot readily see or touch, even as those sensory modes of taking in information seem singularly inappropriate for most school tasks." Page 357

This passage explicitly states that most of the material teachers present to students is useless. It is in their “presentation” that teachers go wrong. Kids need stimulation, hands-on experience, not charts conveying figures and facts. The role between teachers and students would be more beneficiary if teachers focused on interactive lessons. Don’t teach a student what a plant needs to grow out of a science textbook; let the student grow the plant himself. Teachers gain admiration from their students when they enable such gratifying educational experiences.

4. John Dewey’s “The Child and the Curriculum”: "Every study or subject thus far has two aspects: one for the scientist as a scientist; the other for the teacher as a teacher. These two aspects are in no sense opposed or conflicting. But neither are they identical." Page 200

This passage interests me as I can directly relate it to teacher-student relationships that I have had part in. Of course I understand that my professors are enchanted with and passionate about their subject matter. I know that they delve into the subject for personal reasons (and not just to prepare for teaching the subject). However, it is most detrimental to my learning experience when professors spend class time not conveying information to the class but basking in their own enjoyment of the subject. Don’t get me wrong, I think it is absolutely necessary for professors to love their subject matter, but they must be just as passionate about teaching their area of expertise as they are about learning it. Otherwise, the teacher-student relationship is lacking, and content is not as effectively communicated.

5. Peter Elbow’s “The Danger of Softness”: "And where the wholistic group was often adversarial in stance, the elementary teachers were not. Though they were straightforward and learned, they nevertheless displayed the highest degree of play, metaphor, imagination, and connection of the cognitive to the imaginative. They were willing to risk the charge of corniness. They didn’t fight or get annoyed, and they weren’t particularly pushy…I don’t know why the members of the elementary section were so good in this respect, but perhaps it’s because their job is to work with creatures who so naturally highlight play, metaphor, corniness, imagination, and the connection of the cognitive with the affective and indeed even with the body." Page 204

The previous sentences truly highlight the effects of a teacher-student relationship. The passage above embodies the life lessons that a group of teachers have learned from their innocent, imaginative children. It’s so refreshing to read of the patience and creativity teachers derive from elementary-aged kids. Teacher-student relationships not only play a role inside the walls of schools, but they can also travel with teachers in their interactions with other adults.

Discussion Questions:

1. As teachers, what are some methods that we can use in our future practices to make our role a less “narrative” one (as Freire says)? In other words, how can we create an interactive English classroom?

2. Freire’s article suggests that he practice of simply “filling” or “depositing” is quite obviously not the best teaching method. However, it has been used as an effective method for “teaching to the test.” How do we then, as teachers, manage the pressures of helping our students to pass standardized tests versus helping them to become learned individuals overall?

3. Many of these articles bring to light the idea of students and teachers becoming “equals.” Might we have a problem with maintaining a stable, chaos-free, disciplined classroom if teachers and students are “equals” (and the teacher doesn’t have ultimate control)?

4. Dewey’s article poses two conflicting view pints about ways to view education. One side deems “personality and character” as more important than “subject-matter,” and the other side does just the opposite. Can we ever teach both areas simultaneously?

5. In Elbow’s article, someone remarks, “I don’t teach English, I teach students.” This statement infuriates some at the Coalition Conference. How might we respond to this controversial statement?