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Abstract
This essay investigates the idea that effective teaching entails a passion for the beauty of the subject matter being taught. The first part gives a summative overview of the last 72 years of constructivism with references to educational research and discussion on content, cognition and attitudes. This overview is set against the problem of increasing pressure on students and teachers in an age where university places are difficult to secure and students are not always motivated. The second part of the essay investigates the issue of student motivation. Forced learning will be discussed, the problems of trying to cater for student motivation through pedagogy and curriculum, and finally the idea of the muse, arguing that the most effective learning must involve some degree of passion for the subject from the teacher that the student integrates and appropriates. The conclusion of the essay considers passion for beauty as the core element of good learning and how this should be valorized openly and not seen as opposing constructivist pedagogy.
Highlights
Conrad HughesThis essay investigates the idea that effective teaching entails a passion for the beauty of the subject matter being taught
This essay aims to do three things. First it will outline a significant part of the major thrust of educational practice and philosophy over the last 70-odd years to show how constructivist pedagogy has been influenced by cognitive neuroscience, pragmatism and ethics
This paradigm has left us with models that are based primarily on the importance of students’ understanding of content and their ability to harness skills that put them at the centre of the learning experience
Summary
This essay investigates the idea that effective teaching entails a passion for the beauty of the subject matter being taught. The first part gives a summative overview of the last 72 years of constructivism with references to educational research and discussion on content, cognition and attitudes. This overview is set against the problem of increasing pressure on students and teachers in an age where university places are difficult to secure and students are not always motivated. Forced learning will be discussed, the problems of trying to cater for student motivation through pedagogy and curriculum, and the idea of the muse, arguing that the most effective learning must involve some degree of passion for the subject from the teacher that the student integrates and appropriates. The conclusion of the essay considers passion for beauty as the core element of good learning and how this should be valorized openly and not seen as opposing constructivist pedagogy
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