1) Please have the ovaries to put your name behind your comment.
2) I am not arguing that one is never forced to use the regurgitation method or question the passion that person may have “for their craft.” Rather, I am pointing to what I believe is a lack of critical application and/ or awareness. I am criticizing the compartmentalizing of knowledge so that when called upon to use it critically they are unable to do so.
In my class right now, as an example, we are exploring the various pedagogical theories used throughout college composition classrooms in the country. However, if I approach the class looking for a pedagogy that works for me, or even a mix of several, then I am ignoring the socio-economic milieu that spawns such work. Moreover, as I focus in on “my field,” and limit my understanding to a socio-economic study I may miss the important ways in which pedagogical approaches are perpetuating/ or ignoring whatever issue I address.
More specific: As I understand it now, I plan to focus on globalization studies, specifically in the context of American relations to the India/ Pakistan/ Bangladesh borders. Perhaps difficult to study, but of great importance is the use of pedagogical techniques to sustain the national mythologies that have led to so much conflict within the region. In turn, how are those pedagogies a result of the globalized socio-economic conditions?
Again, it is crucial that I understand the gaps and overlaps between the methods we are studying, especially as I develop my own syllabus. However, limiting my focus to that task alone, without contextualizing this information and its potential influence on other work would make this class (and my job as a teacher) more difficult (because it doesn’t apply to my focus) and leave a gap in my critical vision.
“Be like water my friend.” –Bruce Lee: Rule 171: always end with a cheesy/ trite reference.
