Reviving the ancient virtues in the scholarship of teaching, with a slight critical twist

Kreber, Carolin

doi:10.1080/07294360.2014.973384

Cited by 18 publications

(11 citation statements)

References 18 publications

(22 reference statements)

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“…Such an approach has the potential to yield a deep shift in perspective on teaching and learning at both an individual level and a social level. (Cranton 2011, p. 85) Another enthusiast, Kreber (2013Kreber ( , 2015, takes the discussion further in arguing that the scholarship of teaching and learning is not just an evidence-based but a virtues-based practice. She views this scholarship as being supported by 'the intellectual virtues of 'episteme' (theoretical knowledge), 'techne' (productive knowledge) and 'phronesis' (practical knowledge)' (2015, p. 568), with phronesis adopting a critical mediating function, enabling the 'proper development and enactment of moral virtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld' (ibid).…”

Section: Application and Practicementioning

confidence: 99%

Tracking the scholarship of teaching and learning

Tight

2017

Policy Reviews in Higher Education

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The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy-particularly at the level of the individual, course or department-it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.

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Section: Application and Practicementioning

confidence: 99%

Tracking the scholarship of teaching and learning

Tight

2017

Policy Reviews in Higher Education

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“…Museums or science centers, for example, offer hands-on learning and interaction, in addition to garnering excitement through the novelty of the experience, making unique and valuable contributions to learning (DeWitt & Osborne, 2007;Ritchie & Coughlan, 2004). Lai (1999) underscored the desire of students to take control of their learning experiences and concluded that in doing so students are able to learn concepts and skills in a new light. Pearce and Foster (2007) also suggested that travel experience contributes to the growth or development of generic skills.…”

Section: Practical Skills (Techne)mentioning

confidence: 96%

“…In a study investigating the long-term effect of a class visit to a science center (Bamberger & Tal, 2008), the 8th grade students who took a field trip to the science center were interviewed immediately after and then again 16 months after the visit. Life-long benefits identified in this study included the heuristic nature of experiences as evidenced teacher-student rapport is enhanced through fieldtrip excursions (Lai, 1999).…”

Section: Practical Wisdom (Phronesis)mentioning

confidence: 99%

“…The study demonstrates that the most prevalent factor is social interactions (Larsen & Jensen, 2004). Finally, Lai (1999) conducted a qualitative case study investigating the impact of a geography field trip of year-10 students in a Hong Kong school. Findings indicate that not only student-student but knowledge is highly intertwined and integrated, and concluded that the three virtues assisted in helping describe and decipher the different types of knowledge gained (James et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Benefits of School Travel: An Educator's Perspective

Cárdenas¹,

Hudson²,

Meng³

et al. 2016

Tourism Review International

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Using a theoretical framework that incorporates Aristotle's three intellectual competencies (epistme, techne, and phronesis), this article examines the perceptions of educational travel from the administrators' perspective. A total of 336 elementary, middle, and high school principals from around the US participated in the study and thematic responses were analyzed from open-ended questions. Results indicate that educational field trips can have positive impacts on all three of Aristotle's intellectual competencies (practical knowledge, skills, and attitude/experience), and that the effects of educational travel are far reaching with substantive benefits for students of all grades.

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“…As should be apparent, the kind of knowledge encapsulated by phronesis isn't just practical or intellectual but is also dispositional and embodied. Kreber (2015) has noted the necessity not just of Aristotle's intellectual but also of his moral virtues of truthfulness, justice and courage in enacting phronesis. Dunne (1997) has highlighted that phronesis develops as part of a person's life history and experience, what Bourdieu (1977), harking back to Aristotle, subsequently went on to describe in his idea of habitus.…”

Section: An Ontological Dimension To Phronesismentioning

confidence: 99%

It really does depend: Towards an epistemology (and ontology) for everyday social pedagogical practice

Smith¹

2020

International Journal of Social Pedagogy

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Understandings of knowledge in social work, in the UK at least, are based on an assumption that theory – increasingly derived from ‘scientific’ or ‘evidence-based’ perspectives – can be abstracted and applied to practice. Essentially, knowledge acquisition and utilisation are seen as transactional, instrumental endeavours. Such a view does not fit with the realities of everyday social pedagogical practice. This article begins to develop an alternative conception of social work/social pedagogical knowledge from an Aristotelean position, within which the relationship between theory and practice happens in the domain of praxis ; this is not a direct mapping of theory onto practice but operates in a constant dialectic within which one informs and indeed collapses into the other. Effective praxis requires Aristotle’s intellectual virtue of phronesis (practical reasoning or judgement). Phronesis understands practice within its wider moral purpose and foregrounds the virtues and dispositions of practitioners rather than a set of rules. Knowing and being (epistemology and ontology) therefore come together in how practitioners engage in everyday practice. This proposition challenges dominant technical and instrumental conceptions of knowledge and, more generally, of the way in which professional practice is currently understood.

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Reviving the ancient virtues in the scholarship of teaching, with a slight critical twist

Cited by 18 publications

References 18 publications

Tracking the scholarship of teaching and learning

Tracking the scholarship of teaching and learning

Understanding the Benefits of School Travel: An Educator's Perspective

It really does depend: Towards an epistemology (and ontology) for everyday social pedagogical practice

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