Question(s)

I do not have any gems of wisdom or thought-provoking questions pertinent to teaching, but I am wondering about the picture of Michael Gross (in full Socratic garb) on the back of the book. He is emerging from the Times Square 42nd Street Station and directly behind him, quite visible, are McDonald's Golden Arches.

I am wondering if he receives any compensation from McDonalds for the picture.

Also, his bio mentions that he has "portrayed Socrates, imparting his (Socrates' I assume) methods and techniques, before more than 100,000 professionals and business people at major national conventions and conferences." I wonder what Gross' rate is for imparting Socrates' "methods and techniques." Evidently he made no appearances at any of the major banking and financing conventions over the past 10 years or so...or no one was listening. Well, even the real Socrates had his Alcibiades. Still, perhaps Mr. Gross might serve Justice by volunteering his services as professional "gadfly" as part of Ponzi-schemer Madoff's sentence: a Socratic fury constantly goading and stinging Madoff, speaking truth to him and constantly questioning him on the most important questions the pursuit of which constitutes a life well-lived.

More later....I have some further questions about Gross' understanding of Socrates.

Questions: 10 Types

Any questions?

This is something we might ask our students, but that's not really a question, is it? We're soliciting questions from our students, but why don't we spend more time asking them specific questions?

Perhaps we don't ask questions because we're afraid of what our students might say (or not say). It can be awkward asking a specific question to a student. The student might not know "the answer," might take the class on a tangent, or might ask the instructor a question that the instructor isn't prepared for.

But to me, the real value of a class is the questions we ask. Pages 60-61 offer ten types of questions that we can use. Study this list and use it wisely.

The Way(s)

I like this line: "To truly follow Socrates' Way, we must find our own" (17).

Yeah, that's pretty zen-sounding, isn't it?

But I love the notion of being constantly prompted to think deeply, and not just to "assume" that what we believe on the surface is actually what we beleive.

Elevating the Discussion Beyond "Politics as Usual"

I am thoroughly enjoying this book!

I have found that students most often have either an indifferent view or a cynical view of American politics or things political. In my discussion forums, then, from the beginning I try to ask questions that highlight the most fundamental issues and questions about the nature of political life. I do so in the hopes of opening students to the essentially philosophical nature of politics and to be open to the importance of politics to how we may best live our lives.

Now, Socrates exemplifies a person who wants to know what is the best way of life for a human being. Such a person will prefer those political arrangements that help or assist him/her in this pursuit. To some extent, does this not represent all of us? Do we not all seek to live the most fulfilling lives that we are able? And, do we not evaluate or judge our politics or political life by how well (or not so well) it helps us in this search? And, as Americans, do we not hold it to be "self-evident" that the end, purpose, or task of any just government is to secure our "pursuit of Happiness?"

Students are not used to approaching politics in such a fashion. Many find it uncomfortable to dialogue in the forums using terms like "just" and "unjust," and considering the possibility that there is any fixed standard by which we are able to evaluate our way of life and our politics beyond personal opinion. I encourage students to be open to the possibility that, through dialogue and reasoning, some standard of the good life for humans and for a political system that allows for living such a life might be arrived at.

I constantly try to encourage my students to consider politics and the way we choose to live our lives from this perspective. In doing so, I struggle with finding a proper balance in the discussion forums between student to student and student-instructor dialogue.

One way I attempt to find this balance is by encouraging each student, through forums, the "news items," and emails, to constantly do their best to put forward their opinion regarding questions on the basis of reason, analysis, and criticism of texts, each other's postings, and especially my postings. I offer examples, too, of good, reasoned dialogue in a discussion forum.

I stress again and again that we are engaging in a journey from opinion towards knowledge of such questions and that my opinions are not "gospel"--that to not question my opinions and assumptions would be to do me an injustice for I too am engaged in the very same process of trying to live a good life in a shared political community.

When students give good reasons for their opinions regarding a question or in questioning a classmate's posting or one of my postings, I really try to compliment them, both in the forum and through email. And I especially compliment them when they question and criticize my postings.

It takes a few weeks, but students do start to respond to my postings...when they dare or take care to offer an opposing view based upon reasoning, contrary evidence, or a different interpretation of a text or argument it is very encouraging!

This is pretty elementary, I guess. But I have found that students do appreciate persistence on my part. They see that I am concerned with fundamental questions--that my constant prodding to view these matters beyond "Politics as Usual" indicates my care and love for the questions, for their opinions on the questions, and for the journey to move beyond opinion towards knowledge of the most important questions.

This is all heady stuff. I offer forums, too, where students may post on lighter questions--a few students have been comfortable enough to post who is their favorite president and why, and to write a POEM about him. I will try to continue to offer opportunities for students to express themselves in a "wacky" or offbeat way on various topics.

I also offer a forum where students may honestly and anonymously post their opinions as to how the course is going, give suggestions and/or likes and dislikes on all course-related matters, or offer suggestions of what they would like to explore in the course. Again, I try to stress as much as possible that I take their opinions seriously because it is a serious undertaking to address political questions.---WWSD?

Whew! I feel as if I am in the process of giving birth!--as if I would truly know!---Midwives? Anyone?

Questions Elevate the Mundane

Here's a good question to keep in mind:

What question could I ask that could elevate this conversation above the mundane? (xix).

This seems especially important for online classes that rely heavily on discussion boards. I know there's a balancing act here. An instructor doesn't want to get too involved in the discussion boards -- students need to have some space to speak for themselves -- but we must know when it's appropriate for us to step in.

And offer the kind of question that no other keeps the discussion moving forward, but does so in such a way that "elevates the mundane."

Ideas Midwife

In Michael Gelb's introduction to Socrates' Way, he writes: "Socrates refused to be recognized as a teacher.... Instead, he asked to be seen as a 'midwife of ideas'" (xiv).

What a lovely expression that is.

How do you see yourself? Have you ever considered yourself to be an ideas midwife? How does that "role" change the way you view what you do??

Socrates' Way -- Spring 09 Book

Greetings, Booklovers.

Do you still love books? If so, I hope you will join us as we read Socrates' Way: Seven Keys to Using the Mind to the Utmost.

If you're interested in using your mind to the utmost (what fun!), I will be happy to reserve a copy for you; reading will commence in mid-February, but I will start posting my thoughts forthwith.

(Sponsored by the same people that brought you How to Think Like Leonardo da Vinci.)

Outliers -- Looking at Why Some People Are Successful

Gladwell is an absolute pleasure to read. He takes a seemingly simple notion, and then he flips it on its head.



This book has a lot of good stuff for educators to ponder. I don't know that we'll ever have a chance to read it as a book club selection, but if you have the chance, I highly recommend that you read it. I read all 285 pages in one day, and I just didn't want to put it down.



For more info, be sure to check out the author's web site: http://www.gladwell.com/outliers/index.html

Final Thoughts on Teaching with Your Mouth Shut

Have you ever thought about the distinction between thinking and intelligence?

Keep in mind this quote: "We think only when some obstacle arises, preventing the satisfaction of our needs and throwing us into disequilibrium" (151).

My conclusion is this: we need to focus on teaching our students how to think. No matter our subject matter, teaching content missing the point. Yes, students do need to have a basic level of content in their brains, but in the end, they need to know how to use that content. Otherwise, what's the point?

"Refusing" to Teach

What would happen if you went into the class and didn't stand up in front of the class? What if you just took a seat with the students?

Chapter 7 is a tricky one; I've sometimes assigned students to take lead in Chapter discussions, for example. And, I've sometimes assigned small groups to do class presentations. But those of you that have done those and similiar activities have probably experienced the same sorts of problems and issues that I have.

Is it simply because we didn't give enough time to getting students used to the role? Did we resume our "instructor role" too soon?

I can only imagine how awkward it would be to do what Finkel suggests in this chapter. Then again, I can also imagine that it's crazy enough that it just might work.

Thoughts?

The Canary Problem

What did you guys think of the Canary Problem (pages 86-on)? Had you heard of it before?

I loved the way that Finkel shows how to build on the example with other scenarios and examples. It would be all too easy just to give the problem, and then immediately offer the solution. Even if you had your students work in small groups for fifteen minutes, just calling them back in and solving the problem would be a real shame. Finkel demonstrates how you can extend the process and make the learning much more meaningful as a result.

What's your discipline? I'm thinking that the Canary Problem, if tweaked and adapted, could be used in a lot of different disciplines. How might you adapt it for your specific discipline?

Teaching Through Writing

The idea that instructors teach through their own writing (page 70) is a natural for those of us that teach online; but even in face-to-face teaching, our writing serves multiple purposes.

Instead of lecturing to your students, why not give your students the written lecture the class before? That way, your students could have a chance to read it ahead of time, and you could spend the class period discussing the lecture.

One thing Finkel did that I'm not sure I agree with: writing long letters to your students (page 74). Do any of you do this? I'm not convinced that students read long letters. When I comment on students' work, I generally cut myself off after 3 sentences, at most. What do you think? Do students appreciate long letters?

Inquiry: The Instructor's Role

Finkel summarizes the "five main jobs" that instructors interested in inquiry-centered teaching have (page 59). Keep these tasks in mind:

1. Organize the inquiry

2. Develop ways to help students engage with the text (without giving them the answers)

3. Develop students inquiry skills

4. Evaluate students' work

5. Participate in the inquiry process along with the students (i.e. serve as a model)

This is really good stuff, me thinks.

Inquiry-Centered Teaching

Chapter 4 (pages 51-69) left an impression on me. We talk a lot about engaging the student and putting learning into context. That's what inquiry-centered teaching is all about.

I greatly appreciated Finkel's point (page 53) that learning is motivated by disequilibrium. We need tension to grow, but as teachers, we must make sure that the tension isn't so great that students give up.

What did you think about the author's point that all learning is interdisciplinary? (page 55) How could we bring an interdisciplinary approach to teaching and learning at RCTC?

Questions Trump Answers

If you're like me, you believe that the Question is more important than the Answer (page 40). These days, we live in a culture of the standardized test. We have "course objectives" and "learning benchmarks" and we expect everyone to know certain things at certain points -- either by age level, class level, or course level.

But who's asking about students' ability to ask questions, to think? Who, in other words, is asking about students' ability to be creative?

I have the feeling that there's no value placed on creativity any more, but creativity is essential to learning.

Look Here

John Landretti's "On Waste Lonely Places" (pages 154-159) suggests that the place we're looking for is right where we are. We just have to be willing to look.

The problem, Landretti notes, with National Parks is that we feel a certain reverence for them, but then what gets removed is reverence for our own plot of ground.

Landretti comes off as a wanderer in this piece, so it's not as though he's suggesting that everyone should just remain in place. It's fine to travel around, but pay as much attention to your journey as you do the destination. And, don't come home needing a vacation from your vacation. That may only blind you to the neglected, but important "book nobody reads" (158).

Anyone want to go camping at the nearest Clover Leaf this weekend? Sounds like a lot of fun to me. :)

The Prostitution of Tourism

Like many of the articles in this book, I thought Alison Hawthorne Deming's "The Edges of the Civilized World" (pages 143-153) was trying to have it both ways. But perhaps Deming acknowledges this best when she says, "Each one of us is at the center of the civilized world and on its edge" (page 150).

The article reminded me of my first real trip outside the United States. In 2001, my wife and I visited the tourist trap of Dunns River Falls in Jamaica. About 200 mainly white tourists held hands with each other and the native guides as we climbed the Falls to the top.

Once at the top of the Falls, the tourists had to walk through a maze of shops in order to get back to the minivan. I was in graduate school, and we didn't have any money for trinkets, but the sellers were aggressive, even to the point of blaming us for not making it possible for their children to have any Christmas presents that year.

When they saw us, they saw rich Americans, and we were rich, comparatively. The whole experience saddened me, though. There are a lot of gated "resorts" for foreigners in places like Jamaica, but I have little interest in going to a country and not seeing the country. Then again, what does it say about a place so desperate for money that it prostitutes out its best locations. Are tourists no better than johns?

Niagara's Lie

Ginger Strand's "Faux Falls" (pages 131-142) looks at the "collateral damage" caused by hydro-electric power.

The article notes that 7% of electricity in the United States comes from hydro, whereas 70% comes from burning fossil fuels. On the surface, hydro doesn't seem to have any nasty byproducts.

Strand's article makes it clear, however, that where there's a cheap source of electricity, pollution will follow -- i.e. through the build up of factories along the river banks.

And something that I hadn't realized before: This is where Love Canal happened.

Can Niagara be blamed for Love Canal? That's a bit of stretch to me; Strand's point, though, is that actions have consequences. Niagara Falls is now a "man-made" tourist trap, and we have the power to literally turn off the falls. Ironically, tourists might be the only thing that "saved" the Falls.

The Knowledge Paradox

I love the idea of turning the class entirely over to the students (page 35); well, not entirely, of course, but the idea of shutting up and letting students figure things out for themselves... that's powerful.

Students do have the idea that the instructor is the expert. And the instructor should know more than students about the particular discipline, it's our duty to help convince students that the inquiry process is the best way to learn. Knowledge cannot just be given from instructor to students.

Teaching Through The Brothers Karamazov?

Have you read The Brothers Karamazov? If not, go pick it up. It's about 750 pages, and I'm sure you can read it in your spare moments.But seriously, this is a great book (yes, I've read it).

How many of our students would connect to it? Many none, we think. But maybe a lot more than we think, if we "provide structure and activities to help ... students attend carefully to the book" (17). That seems to be a key point.

Do we just assign a book, and expect our students to read it? If that's all we do, then are we really doing our jobs? Don't we need to provide "the way in" to the book for our students? Give them a roadmap and points to ponder as they read?