Teachers want to affect their students. The intent, after all, is for students to acquire certain knowledge and skills. To achieve this, the teacher exhibits exemplars of what the students should know. The teacher talks in exemplary ways about the industrial revolution, about bioethical principles, or shows exemplars of what it means to “add 2″ or what a “chemical reaction” is.
The students are then given exercises where they reproduce the exemplars in their own speech, writing and practice. Finally, they are examined. How well have they been affected by the educationally exhibited exemplars and by the exercises?
This description of the learning situation is greatly reduced. Not least because of its focus on the teaching of knowledge and skills. The teacher’s role is reduced to that of holding up exemplars of what the students should know (or be able to do).
But the teaching room contains one additional “exemplar” that is quite important: the teacher.
How does the teacher function as an exemplar? By being there as “a person who …” The teacher functions as a living example of a person who is engaged in history, in bioethics, in mathematics or in chemistry.
The teacher is an example of what one can be (historian, bioethicist …). Not just of what one should know.
The teacher’s exemplary role as “a person who…” can be problematic. Suppose that the physics teacher is a man who almost exclusively addresses the male students. He thereby shows (through his “exemplary” presence) that a physicist is (preferably) male.
Nevertheless, I submit that the teacher’s exemplary presence as “a person who …” is essential.
The views, opinions and positions expressed by these authors and blogs are theirs and do not necessarily represent that of the Bioethics Research Library and Kennedy Institute of Ethics or Georgetown University.