Description
In theories of teaching, the present hardly features at all. The immediate moment-to-moment ‘doing’ of teaching is awkwardly squeezed in between ‘intended learning’ and ‘learning outcomes’, vague and undefined. In this talk, drawing from James, Dewey, Emerson and Bergson, I examine the educational significance of the present and work towards a theoretical framework to clarify how teachers might inhabit the present moment as part of their work. Specifically, I draw connections between different conceptions of time and their respective ways of ‘knowing’ teaching and ‘being’ a teacher.To think of time as strictly chronological, i.e., as regular linear ‘clock-time’, is tied to a particular kind of consciousness, described by Bergson as ‘intellectual’. Intellect seeks to break down the continuous flow of time into discrete ‘stages’ that invite control and manipulation. Current theories of teaching, which are predominantly focused on establishing causality between ‘learning intentions’ and ‘learning outcomes’, are rooted in chronological temporality. By focusing on the realisation of predefined ends they preclude the possibility of an educationally meaningful present, i.e., a present that future ‘outcomes’ are contingent on. Unforeseen opportunities for growth are perceived as hurdles that the teacher has to overcome skilfully rather than educational possibilities worth embracing.
Drawing from Bergson, I propose that by diversifying our understanding of the temporality of teaching we are able to diversify also our understanding of what it means to ‘know’ teaching, and to recover a meaningful educational present in theories of teaching. By introduction of the contrast of two kinds of time – Chronos, or ‘chronological time’, and Kairos, or ‘deep, vertical time’ – I argue that the focus on ‘intellect’ in current models of teaching forecloses the possibility for ‘dwelling’ in an educationally meaningful present, and therefore ought to be complemented by what Bergson describes as ‘intuition’. Intuition is oriented towards attending to the possibilities of ‘what is’, rather than seeking to direct it towards a predefined goal. It escapes the constraints of chronological time and allows teacher, subject matter and students to participate in a ‘specious present’ (James). I suggest that an understanding of the teacher’s work as not only intellectual, but also intuitive, allows teachers to purposefully and deliberately tap into unforeseen opportunities for growth offered by kairotic, or ‘deep’ time. Lastly, to bring together the teacher’s intellect and intuition, I explore an understanding of teaching as a practice of wisdom. Wisdom, I propose, developed over time, through experience, is the teacher’s ability to navigate different kinds of time – chronos and kairos – and their accompanying ways of being in time – intellectual and intuitive – in the classroom.
| Period | 11 Oct 2022 |
|---|---|
| Held at | University of Cambridge, United Kingdom |
| Degree of Recognition | National |