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.
Teaching Thinking Across Boundaries: Making Sense of Fates, Identities, and Heritages
By Rom 7, the learning and teaching has been brought to the level of “pure knowledge” that investigates the necessity of humans’ need for external and unconditional help from the Divine. What else must Paul teach and must his learners learn when The Epistle unfolds in Rom 8 and beyond? This and the next chapters will seek to answer this curricular and pedagogic question. To investigate this question of curriculum design, one’s mental clockwork and ideational landscape should stay tuned to the mid-first century. Rome was then a city of Greco-Roman gods, such as Zeus, whom the Romans renamed Jupiter, of imperial powers, of Roman law, of slavery, of migrants of mixed ethnicities, of imported and dislocated populations, and of masculinity, trade, and prosperity. On the surface, it was referred to as peace upon strength (i.e. Pax Romana). In every corner of the Empire, there were undercurrents of suspicion, hatred, and rivalry.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.