Friday, October 24, 2014

PE: Manipulation via Acting

When we see a play, movie, or read piece of literature, we constantly dissect characters in the ensuing conversation.  In fact, it was through literary creation which made famous the idea of the unreliable narrator, or the instrumental use (or misuse) of certain characters to prove a point in the broader narrative of the lesson.

In class on Thursday, we discussed the idea that teaching more actively defined as acting may increase the effectiveness of manipulation or telling the noble lie to students, because those students may be more inclined to question the words of the teacher as an actor, rather than as a person they are hierarchically linked to.  Thoughts?

Friday, October 17, 2014

PE: The Teacher of Emile

Seeing as I was not in class Thursday, I thought I might raise a question about the reading, and perhaps you may have answers tempered by the discussion in class.

How does the teacher in Emile differ from the Philosopher Ruler in the Allegory of the Cave?

Emile is quoted in the packet stating (roughly) that he would like to continue to be the person molded by the teacher; as is part of Rousseau's concept of education as a 'denaturing process.'  Emile is even quoted later to have considered retaining his teacher, so that he would always have the guidance he needs.

To me, this seems much a more paternalistic style of teaching than the Philosopher Ruler, who acts as more of a guide. While the molder of Emile is a teacher, the molder of the cave dweller is knowledge; the teacher merely exposes him or her to it.  Thoughts?

Thursday, October 2, 2014

Allegory of the Cave

Something I wished to elaborate more in class to day was the (in my opinion) relevance of the allegory to Teacher/Student relationship.

We talked at length about Socrates' perhaps over exaggerating the importance of math, and on the dramatic level, all but refuting his dialogical opposition to poetry.  With that being said, surely the role of the philosopher and the cave-dweller can shed some light on the learning process and the relationship between the student and the teacher.  For example, the presence of a teacher with not only appropriate knowledge (of outside the cave) but also the ability to relate to the student (knowledge of the shadows).

Moreover, as we have already discussed, the process of learning involves not the passive reception of knowledge by the student, but his or her transformation--this idea points to the teacher as more of a guide and facilitator, rather than the administer of facts; in this way, the philosopher guiding the dweller out of the cave fits this mold as well.