What do we mean by the term ‘teaching differently’?

NTU Annual Learning & Teaching Conference1st April 2014

Dr. Lindsay Davies

Centre for Professional Learning & Development

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This session aims:

• to introduce the tools of conceptual analysis & philosophical reflection

• to use these to explore understandings of the term ‘teaching differently’

You will have the opportunity to:

i) identify what is meant by teaching differently

in your own & generic HE contexts

ii) discuss what is meant by conceptual analysis & philosophical reflection

iii) apply philosophical tools to your understanding of teaching differently

iv) evaluate the benefits of using philosophical tools in your academic & professional contexts

v) transfer learning from this session to other academic & professional contexts

Defining conceptual analysis

“The approach of conceptual analysis has been understood by some as a means of revealing the basic building blocks of meaning of which our world is made up – its atomic structure, you might say. Thus, the examination of a concept such as education is a means of revealing its essential nature – that is, of showing what it must fundamentally involve, no matter where or when it takes place.”

(Standish 2007)

Conceptual analysis…

• is an important tool in analytical philosophy & has a rich history (see Beaney 2009)

•aims to:– eliminate vague & ambiguous concepts & ‘category

mistakes’ (Ryle 1949)– explore a word’s derivation & connections with other

concepts– show its transformations in relevant contexts or ‘language

games’ & ‘family resemblances’ (Wittgenstein 1997).

•enhances communication, by providing systematic accounts of a particular term’s usage

•clarifies our understanding & thoughts about particular words

• illuminates why they are considered valuable or important within a multiplicity of contexts

Philosophical reflection…

• is a further analysis reflecting upon the nature & implications of the issues uncovered.

•investigates the necessary and sufficient conditions, which are required for the concept to be relevant

Necessary and Sufficient conditions

•a necessary condition is an essential requirement that needs to exist in order for the concept to apply

•a sufficient condition is concerned with a minimum requirement needed for a concept to apply

Necessary and Sufficient examples

•Air is a necessary condition for human life but is not a sufficient one because there are other factors that need to be met such as water and food.

•That a number is divisible by 4 is sufficient (but not necessary) for its being even

An example: ‘Typology’

•context: Jung’s psychological types

•ontological & epistemological issues

•classification; study of symbols; printing

•etymology ‘strike, beat’ also ‘impression, image’

•imprints (phenomena) - not the thing itself (noumena)

•categorisation; difference; similarity; relationship; dynamics; diagnosis; prediction

•map

What do you understand by the termteaching differently?

Step1:

Use the form provided to note down a brief definition based on your current understanding

Now have a go with the philosophical tools!!

Work through the rest of the handout with colleagues on your table – ask for

help if needed!

First… work in your groups starting with Steps 2-4

Next… see how far you can get with Steps 5 & 6

Then… try Step 7 and rework your definition in the light of what you’ve discussed

Plenary: Agreeing a group definition

What are the necessary conditions that are needed for a definition of teaching differently to be true?

Step 8: Evaluating the tools

•how has this approach affected your understanding and usage of the term teaching differently

•what different perspectives has it provided?

•how easy was this approach to follow?

Step 9: Action planning

1. identify two opportunities to apply your new understanding of teaching differently in terms to an aspect of your work (e.g. teaching and learning, research, disciplinary knowledge, continuing professional development)

2. identify two other instances where these philosophical tools could be used to enhance your practice

References

•Beaney, Michael. (2009). "Analysis". The Stanford Encyclopedia of Philosophy. Online at the University of Leeds website: http://www.seop.leeds.ac.uk/entries/analysis/

•Ryle, G. (1949) The Concept of Mind. Reprinted (2000), Harmondsworth: Penguin.

•Standish, P. (2007) Philosophy as Educational Enquiry and Critique. London: TLRP. Online at the BERA website: http://www.bera.ac.uk/philosophy-as-educational-enquiry-and-critique/

•Wittgenstein, L. (1969) Philosophical Investigations, 2nd edition (1997) Translated by G.E.M. Anscombe, Oxford: Blackwell.

All e-resources accessed 21/3/11

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