What do you answer when the kids ask you, "Why ought we question authority?"
I teach them how ideology works to mystify reality and feed us all sorts of lies and distortions about what's what. That's the short version; I can send you my Critical Thinking handout if you want to see it.
"And what do you answer, when the kids don't question you? But slavishly write in their notes, "We must question authority. We must not tell him that we follow this advice."
I accept them where they're at: if they are content staring at the shadows on the wall, I'm not going to force them to go outside the cave before they're ready.
"And what mark does a kid get who does not question you, but answers all questions on his test the precise way you taught him to answer them? — god must be atheist
This could lead only to two different responses — god must be atheist
I teach them how ideology works to mystify reality and feed us all sorts of lies and distortions about what's what. That's the short version; — god must be atheist
When they excel in the subject matter (in the Humanities), they earn As. I tell them, It doesn't matter if you never use this subject matter again in your life, because you've gotten better at learning, which is the skill you want to strengthen all your life. — uncanni
What do you answer when the kids ask you, "Why ought we question authority?" — god must be atheist
"And what do you answer, when the kids don't question you? But slavishly write in their notes, "We must question authority. We must not tell him that we follow this advice." — god must be atheist
And if you knew the concrete circumstances of my students, you would realize that this isn't an exercise in following the logical consequences of questioning authority to its limits, but rather one more along the lines of pedagogy of the oppressed. — uncanni
I don't know if this will help or just send us farther down the rabbit hole. I teach a subject matter; students pass or fail my classes. I hand out a syllabus and I tell them that they have to follow my rules or they can take the course with someone else. Then I proceed to teach my subject matter.
However, I consider this the least important aspect of what I teach my students. There are moments, either in class or in my office, where a real teaching moment, a genuine dialogic moment can occur. — uncanni
If I assumed that they had special circumstances, then I'd also have the right to assume they were Martians, or that they were Cantaloupes, or that they only speak Sanskrit while your teaching language is English. — god must be atheist
I hand out a syllabus and I tell them that they have to follow my rules or they can take the course with someone else. — uncanni
questioning authority. — uncanni
Do I detect that you don't teach what you originally told us you teach?
You told us origianlly that you teach your students to question authority.
Now you tell us you teach something different. — god must be atheist
Not very pedagoguical, I'd say. You fail them for doing precisely what you teach them to do.
Exactly what I had predicted. — god must be atheist
I teach students to question authority and more than anything else, I try to get a dialogic flow going between them and me. — uncanni
I teach many different things to my students. Is that really so hard to understand? I don't think I've ever known a professor who only taught one thing in the sense that you seem to mean.
Who is this "we"? Is that the royal we — uncanni
I don't teach or practice anarchy. — uncanni
Many people read these posts, not just you and me. — god must be atheist
I am sorry, this is a philosophy forum, where logic is supposed to reign. — god must be atheist
are you familiar with the principle of charity? It seems to me like you could stand to extend it a bit more to uncanni, whom I read as saying that she is employed to professionally teach a university course (on some subject matter unspecified, though I would guess philosophy from context), and in that course she has to make rules against which her students will be graded; but that, in a more casual sense of "teaching", an important principle she tries to convey to her students is the importance of questioning authority, which NB is not equivalent to disobeying authority. She is not, I'm pretty sure, saying that she grades her students on how well they follow her (hypothetical) instructions to not follow her instructions. — Pfhorrest
I agree with that hypothetically, but in practice, contingently, even single long posts on the board are never focused. — Terrapin Station
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