Processes of becoming know no disciplines. And yet professors cannot teach without first absorbing the priorities and protocols of a discipline. This means that we have to be attuned to the ways in which our teaching of persons gets usurped by the teaching of a body of knowledge or a method of knowing that is only tangentially connected to where students are. K-12 teachers understand this better than university and college professors. This article suggests professors experiment with the idea of a "defense of teaching," which would be a moment to articulate one's teaching aims apart from one's disciplinary and career goals.
"On Teaching, Without Disciplines,"
The Councilor: A Journal of the Social Studies: Vol. 74
, Article 11.
Available at: http://thekeep.eiu.edu/the_councilor/vol74/iss2/11
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