week 8 dq 2
My teaching philosophy; lets see what you can do with your perspective when good solid information is added to help you see yourself and the world better. How can your perspective be altered and expanded to explore the way thinking works (Stavredes, 2011).
I am struck by the ideas that the concept of genius comes from the Roman culture of some type of a spirit that lives in the walls. That spirit will enter a person and like a muse whisper information for the individual to vastly improve what they do. This is a concept which stretches backwards into the philosophy of Judaism and forward to the more modern concept of quantum thinking. The ideas have all too real scientific validity and strong evidence to back up the theory. Since three separate cultures over the documentation course of about 3000 plus years have thought of and found evidnece of the same ideas using the same definition but using different words to describe the phenomenon. My teaching philosophy is to not toss ideas out just because I do not like then. Always go with the scientific method. Where is the evidence, not just placebo but what is the real physical evidence. My classroom will be about exploring ideas and studying the mind (Svinicki, & McKeachie, 2014).
Although in truth, my class should not be a one-of class, it should be a one class 20 hours a week, with the assignments given where the students do not work on one assignment at a time but work on all of their homework at one in a database format. X is connected to y, with some z aspects involved. A class not unlike what is depicted in the movie “Creator” with Peter O’Toole. One class 15 credits, 4 years preparation for medical school. That would be a wonderful class to teach, have the students do a deep, deep dive into their subject of choice with instructions and directions from their teacher. My teaching philosophy is to explore the reaches of what is thinking, but not from artificial means. I am not a fan of mind-altering substances, allow the brain to explore the farthest reaches on its own but instead of a one paper at a time, be writing a master document or collection of documents (Weinberg, 2002). Where the couple dozen different subjects of psychology can be dictionary and encyclopedia defined for each student’s own database but where the way they look at the date is using 21st century techniques instead of using the same basic framework use in Rome circa 300 bce (Yorio, & Ye, 2012). Just because the scroll is electronic does not change the formatting or the one idea on one page of x inches/pages (University Center for the Advancement of Teaching. n.d).
references
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Svinicki, M., & McKeachie, W. J. (2014). Vitality and growth throughout your teaching career. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 331–337). Belmont, CA: Wadsworth.
University Center for the Advancement of Teaching. (n.d.). Guidance on writing a philosophy of teaching statement. Retrieved March 22, 2013, from http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance
Weinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.
Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy of Management Learning & Education[EW1] , 11(1), 9–27.