"The teacher's prime concern should be to ingrain into the pupil that assortment of habits that shall be most useful to him throughout life. Education is for behavior, and habits are the stuff of which behavior consists."
I am a philosophy professor and have long followed and profited from In Socrates Wake - thanks for sharing your wisdom! I use rubrics for paper assignments; I've found them very useful - both pedagogically, and for grading - and I am constantly tweaking them from semester to semester. I wonder what other peoples' rubrics look like - it would be nice to have a collection of them with comments from their creators about what they like and don't like about them.Certainly- grading rubrics are a great topic. The writer sent along this rubric to get the discussion going. Please share the rubrics you use, and let's hear feedback about the merits of different rubrics. Thanks!
Few teachers effectively prepare students to learn on their own. Students are seldom given choices regarding academic tasks to pursue, methods for carrying out complex assignments or study partners. Few teachers encourage students to establish specific goals for their academic work or teach explicit study strategies. Also, students are rarely asked to self-evaluate their work or estimate their competence on new tasks.— Barry Zimmerman, "Becoming a self-regulated learner: An overview." Theory Into Practice, 41 (2), 64-70
I am entering my second year in a 'Leiterific' program and as a second year I will be teaching my first section in an intro to ethics course. Since I have no background in teaching I am a bit anxious about it. One source of my anxiety is the specter of student moral skepticism! I worry that until I'm pedagogically acclimated that the first few weeks of teaching might be prone to derailment from such conversation stoppers as "Well, that might be true for you..." and "Nothing matters." I was wondering whether you might consider soliciting ISW readers for advice on how to effectively address relativist, subjectivist, and nihilist student comments. I stress 'effectively' because while I've received tips regarding general strategies, I'm more interested in hearing about what kind of arguments philosophers 'on the ground', as it were, often employ successfully. As a new teacher, it will take some time to distinguish arguments that I and my colleagues find convincing from those that 18 year olds will. My skill in conversational philosophy are still very much in development, and I don't want to lose my students as they wait for me to get my chops.Any tips on how to answer the student skeptics?
'Education' is not a concept that marks out any particular type of process such as training, or activity such as lecturing; rather it suggests criteria to which processes such as training must conform. One of these is that something of value must be passed on. Thus we may be educating someone while we are training him; but we need not be. For we may be training him in the art of torture. The demand, however, that there should be something of value in what is being transmitted cannot be construed as meaning that education itself should lead on to or produce something of value. This is like saying that ... reform must lead up to a man being better. The point is that making a man better is not extrinsic to reform; it is a criterion which anything must satisfy which is to be called 'reform'. People thus think that education must be for the sake of something extrinsic that is worthwhile, where as the truth is that being worthwhile is part of what is mean by calling it 'education'.R.S. Peters, "Education as initiation" (1965)