13 SES 14, Notes in/on Education
In our contribution we go against the dominant discourse on lecturing as a teaching method. We give an account of lecturing as a pedagogical form in its own right (cf. Masschelein and Simons 2013a and 2013b), i.e. as a practice that is intrinsically worthwhile, not demanding an external justification. Rather than being just a didactical method, the value of which should be judged in terms of effectivity, lecturing is essentially about drawing students into a particular subject matter: to disclose an aspect of the world that is new to them, and to show why it is important and worthy of attention and care. This demands particular doings on behalf of both teacher and student. A teacher, when preparing her lecture must carefully think about choosing the right Einstieg, an entry point or a ‘gate’ into a discipline that is not out of itself interesting to students (Wagenschein 1997). Moreover, it is required that she builds a compelling and coherent picture of the subject matter which relates to that entry point. Hence, the essence of preparing a lecture consists of making notes about the subject matter that she is about to lecture: a well-designed and consistent story that, while disclosing the subject matter, drags students into it. Hence, as a result of the lecturer performing her notes, students are able to note a part of the world. Indeed, we argue that making notes is essential for this pedagogical form to be defined as lecturing. A TED-talk is not a lecture. The specific educational meaning of this practice, we argue, has to do with a unique and necessary reciprocity between students making notes and studying. There is a difference between making notes and stenography. Making notes is not about exact reproduction, but about transformation of what is perceived; about listening and writing in such a way that, after the lecture is over, one can reconstruct the whole picture sketched during the lecture, e.g. in the solitude of one´s study room (Cf. ´listening in a speaking manner´, Van Manen 2015, p. 246). While studying, one is actually teaching to oneself with the help of one´s own notes. While studying one uses these notes to recreate, i.e. to perform again the lecture, albeit in solitude. The claims we make here testify to an affirmative and ´post-critical´ attitude, as we see lecturing as an existing educational practice the meaning of which we tend to forget
Hodgson, N., Vlieghe, J. and Zamojski, P. (2018) Manifesto for a Post-critical Pedagogy. New York: Punctum Books. Masschelein, J., Simons, M., (2013a) In Defence of the School: A Public Issue, J. McMartin (transl.) Leuven: E-ducation, Culture & Society Pub. Masschelein, J., Simons, M., (2013b) The Politics of the University. Movements of (de-)Identification and the Invention of Public Pedagogic Forms, in: Education and the Political. New Theoretical Articulations. T. Szkudlarek (ed.), Rotterdam: Sense Pub., pp. 107-120. Van Manen, M. (2015) Writing in the Dark, In Id. (Ed.) Writing in the Dark. Phenomenological Enquiries in Interpretive Inquiry. London: Routledge. Wagenschein, M. (1997) Verstehen lehren: Genetisch-Socratisch-Exemplarish. Weinheim: Beltz Verlag.
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