This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by the intellectual virtues of ‘episteme’ (theoretical knowledge), ‘techne’ (productive knowledge) and ‘phronesis’ (practical knowledge). These three intellectual virtues stand in a particular relationship to one another and ‘phronesis’ assumes a vital mediating function infusing the scholarship of teaching with the practical wisdom required in concrete situations. ‘Phronesis’, particularly a critically inspired ‘phronesis’, also enables the proper development and enactment of moral virtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld. It is further argued that the scholarship of teaching is usefully enriched by recognising two different versions of evidence-based practice: one is concerned with the evidence of instrumental effectiveness between strategies and outcomes; the other with evidence of the internal consistency between strategies and desired outcomes. It is proposed that analysing the scholarship of teaching through the lens of ‘virtue’ helps appreciate what kind of a practice the scholarship of teaching is and the challenges involved in engaging with it well.
- higher education
- reflective practice
- scholarship of teaching and learning