Love, Socrates, and Pedagogy

Abstract

A recent report on the UK's higher education system by Lord John Browne exemplifies the dominant trend in education policy initiatives toward a focus on education primarily for employment and for the acquisition of skills. In this essay, Alison Assiter argues that such an entrepreneurial approach neglects essential aspects of the processes of teaching and learning. She draws on the work of Hannah Arendt, who saw the proper role of education as imparting the love of a subject, to critique the view expressed in Browne's report. Assiter then uses Søren Kierkegaard's reflections on education to further develop Arendt's perspective. While Kierkegaard certainly would have agreed with Arendt that teaching is a process of inspiring in students the love of a subject, he went beyond this to suggest that teaching also must encourage students to believe they can make a difference in the world and must instill in both teachers and students a commitment to engaging in a mutual process of development.Browne is also following, although extending in ways that might not have been intended, earlier government policy. For example, surveys conducted in the 1980s suggested that graduates were underequipped for employment, 4 and in 1. John Browne, Securing a Sustainable Future for Higher Education: An Independent View of Higher Education Funding and Student Finance

“He just teaches whatever he thinks is important”: Analysis of comments in student evaluations of teaching

“…How can we rediscover such values as democratic professionalism, or a vision of education as preparing students to be “capable of making a difference in the world”? (Assiter, 2013, p. 255).…”

Love in education: West Australian early childhood pre-service teachers’ perspectives on children’s right to be loved and its actualisation within their future practice

“…It is also one of the most important factors in the generation of positive academic and social outcomes in education (Keddie & Churchill, 2005). Assiter (2013) affirms that it is the role of the educator, as a rolemodel for students, to demonstrate their own love for the world and to subsequently impart this to students. Furthermore, the role of the educator is described as one that moves between teacher and learner, recognising the mutuality inherent in the teaching and learning process.…”

“…Assiter (2013) makes the claim that contemporary education has changed and now follows a more entrepreneurial approach; one that focuses more on knowledge and skill acquisition. Assiter (2013) argues that a sole focus on knowledge and skills is to the detriment of other necessary components of the teaching and learning process in particular, the love of learning.…”

Dios-Amor Y Filosofía De La Educación. Diálogo Abierto Con Algunas Discusiones Pedagógicas Actuales Desde Una Olvidada Filosofía Cristiana Del Amor

“…81-89;Ball, 2003), se puede hablar de cinco grandes argumentarios. El primero apareció sugerido anteriormente: se entiende que los profesores aman una parte del mundo que transmiten en sus asignaturas permitiendo, así, que cada nueva generación la conozca y pueda transformarla con la misma pasión que sus profesores tienen al enseñar lo que aman (Assiter, 2013;Koorsgaard, 2019, pp. 12-13).…”