Teaching and Translation
FALSE CHOICES ABOUT TEACHING If you are looking for a cutting edge diagnosis of contemporary debates over teaching, we recommend John Dewey’s Child and Curriculum (written in 1902!). Talk of teaching today reveals a pronounced case of the dichotomous thinking that troubled Dewey: on the one side, there is the principled refusal to teach in the name of the creativity and initiative of students; on the other side, there is the teacher who is monologically trying to impose a body of knowledge on passive students. We see this sort of argument in one way, in Paulo Freire; in another way, in Jacques Ranciere. Like Dewey, we argue that there is a third way that avoids the false choice between imposing a teacher’s point of view or granting privilege to the student’s point of view. It is not the third way of dialogue, or at least not dialogue the way it is sometimes presented: each learning from the other, or a Socratic leading of the student to the teacher’s intended conclusions. Rather, we find the ideas of translation and third space to be potentially productive here.
Traduire la recherche en pratiques : vers un acte de transformation et d’engagement
En s’inspirant des travaux issus de la philosophie de l’education et en adoptant une perspective empruntee a la philosophie du langage, cet essai tente de se distancier des conceptions habituellement retenues pour discuter la traduction de la recherche en pratiques en education. Apres avoir brievement presente un modele de la traduction comme acte de transformation et d’engagement, il examine la fertilite de ce modele au regard des travaux de Paul Standish sur la justice sociale. Puis, a partir de ce modele, il examine un debat important des sciences de l’education: la question du rapport entre la recherche et la pratique. Enfin, il presente deux questions soulevees par ce modele, d’abord la question des criteres qui permettent de juger les qualites et la pertinence de la recherche, puis la question des interfaces de traduction. Ce faisant, il degage quelques implications pour l’enseignement, la recherche en education ainsi que la formation des maitres.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018