Unsuccessful Teaching

HARE, W. F.

doi:10.1111/j.1469-5812.1969.tb00350.x

Cited by 2 publications

(2 citation statements)

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“…Nevertheless, most writers who take a view (e.g. Scheffler 1960;Hare 1969;Kapunan 1975;Biesta 2015) believe that both 'to teach' and 'to learn' can be understood according to Ryle's analysis of 'to observe'; i.e. they can be used-without error-in both task and achievement senses.…”

Section: Tasks and Achievementsmentioning

confidence: 99%

“…Of course the activity of teaching and the achievement of learning are clearly very closely connected in some ways. For instance, if you don't even have an intention that your actions will generate learning then you probably can't be said to be teaching (Hare 1969;Kansanen 1999). Similarly, if in general your actions fail to generate learning-if your students never successfully learn-then we may well stop calling those actions teaching (Komisar 1968;Dietl 1973).…”

Section: Is the Activity Of Teaching Always Accompanied By The Achievement Of Learning?mentioning

confidence: 99%

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The Tyranny of ‘Teaching and Learning’

Buckley

2021

Stud Philos Educ

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The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying implications more tied to its literal meaning. This paper suggests that the constant reference to learning in the context of teaching carries the implication that teaching is always accompanied by learning. After applying Gilbert Ryle’s distinction between task and achievement verbs, the paper argues that under certain interpretations, the idea that teaching implies learning is deeply problematic. The paper proposes that we instead use ‘teaching and studying’: to communicate the deep connections between the activities carried out by teachers and students, without supporting the unhelpful idea that the activity of teaching must always lead to the achievement of learning.

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Section: Tasks and Achievementsmentioning

confidence: 99%