Rabu, 11 Januari 2012
Pedagogy
08.48 |
Th e term pedagogy refers to the art and science of teaching. In particular, it refers to the teaching of children. However, whether you will be teaching children, adolescents (who don’t like to be called children), or adults, some sort of pedagogy will underlie all of your eff orts. Th e ability to shape and articulate the components
of your own pedagogy contributes to your professional standing. Most likely, that pedagogy will represent a blend of art and science. Th e art of teaching is concerned with one’s philosophy, style, and attitude
toward providing educational experiences for children. Th e science of teaching involves an understanding of the psychology behind the task of providing appropriate education. Does all of this sound just a bit overwhelming? It might, because, in fact, it refers to something very personal and very diffi cult to express.
Perhaps an example would help here. Within a given culture, the practice of medicine is based on a core body of knowledge. Th at information is derived through the science of medicine. When a patient is treated, “sound medical practice” is based on that core body of knowledge. Observations and investigations
that have been made over many years enable a physician to diagnose a particular condition based on the symptoms presented.
However, both in diagnosis and in treatment, physicians will be quick to tell you that medicine is not an exact science. Working with people to determine a given ailment is not entirely scientifi c because patients are oft en unable to provide a “scientifi c” explanation of their problem or the events that led to it. Also, a physician may instruct a patient to do something as a remedy, yet the patient, having no understanding of how or why the remedy should work, is less than duly diligent. Evaluating symptoms, monitoring the eff ects of the treatment, combining that information with expectations, and reassuring the patient about the results are all outside of the strict controls of science. It is at this point that another facet of medicine comes into play. Th e interpersonal aspect, as you’ve likely learned through your own experiences with physicians, is very much an art. Similarly, teaching is a combination of a core body of knowledge and the use of interpersonal skills; there is a science to it, and also an art.
of your own pedagogy contributes to your professional standing. Most likely, that pedagogy will represent a blend of art and science. Th e art of teaching is concerned with one’s philosophy, style, and attitude
toward providing educational experiences for children. Th e science of teaching involves an understanding of the psychology behind the task of providing appropriate education. Does all of this sound just a bit overwhelming? It might, because, in fact, it refers to something very personal and very diffi cult to express.
Perhaps an example would help here. Within a given culture, the practice of medicine is based on a core body of knowledge. Th at information is derived through the science of medicine. When a patient is treated, “sound medical practice” is based on that core body of knowledge. Observations and investigations
that have been made over many years enable a physician to diagnose a particular condition based on the symptoms presented.
However, both in diagnosis and in treatment, physicians will be quick to tell you that medicine is not an exact science. Working with people to determine a given ailment is not entirely scientifi c because patients are oft en unable to provide a “scientifi c” explanation of their problem or the events that led to it. Also, a physician may instruct a patient to do something as a remedy, yet the patient, having no understanding of how or why the remedy should work, is less than duly diligent. Evaluating symptoms, monitoring the eff ects of the treatment, combining that information with expectations, and reassuring the patient about the results are all outside of the strict controls of science. It is at this point that another facet of medicine comes into play. Th e interpersonal aspect, as you’ve likely learned through your own experiences with physicians, is very much an art. Similarly, teaching is a combination of a core body of knowledge and the use of interpersonal skills; there is a science to it, and also an art.
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