Teaching and telling

Small, Will

doi:10.1080/13869795.2014.942229

Cited by 14 publications

(6 citation statements)

References 14 publications

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“…The teacher is there to present what is believed and why, and only incidentally to say what she thinks (see Bakhurst, 2013, p. 198). Now, when I put it like this, I was criticised by Will Small (2014, pp. 377–378) for diminishing the teacher, representing her as a mere conduit, or reducing her to a role analogous to the linguistic interpreter.…”

Section: Trusting For the Truth Speaking As The Sciencementioning

confidence: 99%

Teaching, Telling and Technology

Bakhurst¹

2020

Journal of Philosophy of Education

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This essay explores the nature of teaching, the relationship between teacher and student, and the scope and limits of new learning technologies. Teaching, whatever else it might be, involves the imparting of knowledge. To illuminate this, I turn to the epistemology of testimony and consider Anscombe's idea of trusting another for the truth, a notion that conveys something of the second‐personal dimension of teaching and learning. But the teacher asks her students to believe, not her, but ‘what is known’. She speaks for the discipline (or ‘as the science’ as Rödl puts it). To develop this idea and counter potential misunderstandings, I argue that someone who speaks for a discipline must be open to criticism, responsive to those who seek understanding, and willing to think on their feet in ways that exhibits a range of intellectual virtues. If students are to acquire the power to speak as the discipline themselves, they must be initiated into it as a living practice, not just guided through it as if in a museum. I argue that, while new technologies can enhance learning in a variety of ways, the requisite engagement is difficult to engender in online courses, which threaten or distort the essentially second‐personal, dialogical character of teaching and learning. The humanity of the relation of teacher and learner is precious because it encapsulates what it is to love knowledge as it finds expression in the person of another.

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Section: Trusting For the Truth Speaking As The Sciencementioning

confidence: 99%

Teaching, Telling and Technology

Bakhurst¹

2020

Journal of Philosophy of Education

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“…Social epistemologists have critiqued this doctrine because it misrepresents the relationship between teacher and learner. They offer an opposing, second‐personal, account that stresses that teaching is a cooperative undertaking between teacher and learner who relate to one another as ‘you’ and together strive for the expansion of the child's knowledge (Bakhurst, 2013; Small, 2014; Wanderer, 2013). As McMyler points out ‘Learning from testimony is irreducibly social in that the very exercise of the capacity is somehow interactive or cooperative and so couldn't take place without intercourse with other intelligent beings’ (McMyler, 2011, p. 42).…”

Section: Individualist Accounts Of Social Learningmentioning

confidence: 99%

“…In their exposition of the difference between teaching and ordinary telling, Sebastian Rödl (2014) and Will Small (2014) mark out the expansion of knowledge as an ambition characteristic of teaching. Taught knowledge is general knowledge, which strives to expand in two dimensions: the subjective and the objective.…”

Section: Children's Understanding Of Teaching: General Knowledge Oughmentioning

confidence: 99%

“…Teaching is successful only when the learner looks for and recognises opportunities to apply, adapt, or expand what she has learned. Will Small (2014, p. 382) calls this the ‘motivational or inspirational dimension’ of teaching. In our retrieval task, teaching was successful in this sense because children carried what they learned over to a situation that differed from the learning episode.…”

Section: Children's Understanding Of Teaching: General Knowledge Oughmentioning

confidence: 99%

“…A few scholars have begun to apply the second‐personal account to teaching, i.e. to knowledge exchanges between participants who differ in epistemic authority (Bakhurst, 2013; Small, 2014; Rödl, 2014). But to my knowledge, no one has applied this account to early learning and cognitive development.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How Young Children Learn from Others

Moll¹

2020

Journal of Philosophy of Education

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Existing accounts of teaching and the teacher‐learner relationship stand in the tradition of epistemic individualism: The teacher produces signals or utterances that the learner uses as evidence to form beliefs. In this article, I argue for an alternative, second‐personal, account of teaching in which teacher and learner mutually recognise their participation in a joint enterprise to get the learner to acquire knowledge and capacities that she does not yet possess. A particular version of this account is defended which regards children as ‘self‐conscious learners’ who place their epistemic trust in teachers and recognise them as providing the standards of evaluation against which their behaviour is measured. Empirical work is cited to support these ideas.

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Pedagogy and the Second Person

Simpson

2017

A Companion to Wittgenstein on Education

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Teaching and telling

Cited by 14 publications

References 14 publications

Teaching, Telling and Technology

Teaching, Telling and Technology

How Young Children Learn from Others

Pedagogy and the Second Person

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