Shooting Azimuths

Subscribe via Email


Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Latest Posts


Twitter Feed


"RT @Whoozley: But 1st person to say what form Brexit will take will be shot to shit by 80% of Brexit voters who didn't mean *that* https://…"

"RT @OliverKamm: Hard not to feel sympathy with British diplomats trying to make sense of a nonsense policy. Cameron is culpable. https://t.…"

"RT @MartinShovel: Post Brexit, how long before the Telegraph calls for a ban on duvets & a return to good old British sheets, blankets & ca…"

"RT @AceThatTest: *NEW GUEST POST* by @FurtherEdagogy Where Do You Get Information About How Students Learn? https://t.co/hA8XU6YtaI https:…"

Shooting Azimuths

Knowledge is a journey

José PicardoJosé Picardo
Share this article










Submit

In his book The Good Teacher, Professor Alex Moore explores the importance of reflection and reflexivity in good teaching practice. Moore divides teachers into those who place emphasis on being vs those who focus on becoming.

In his view – applied to the teaching profession – being is static and finite, whereas becoming is fluid, infinite and ever-developing. I like to think of being as the end of a journey and of becoming as the journey itself.

Whilst Professor Moore’s remarks were made in the context of describing the dominant discourses within teaching, it struck me that our education system as a whole generally places a huge emphasis on being, promoting an old-fashioned concept of knowledge, that is to say: knowing static and finite facts, rather than on becoming.

Tests, examinations and certifications subconsciously encourage us to be satisfied with what we know and discourage many of us from continuing the journey. We all have had pupils who have asked Do I need to know that? or Will that be in the exam?

David Weinberger, in an article in the New Scientist titled Why untidiness is good for us, picks up on how the web is challenging traditional concepts of knowledge. Weinberger claims that a scalable, hyper-linked knowledge “is fast reshaping itself around its new networked medium” and becoming “truer to the spirit of enquiry”, a spirit that cherishes the end of every journey as the start of a new one.

The new “networked medium”, i.e. the web, thus redefines knowledge as a journey, an infinite progression and an unfinishing as well as unfinishable process. This is the notion we need to cultivate in ourselves and in our students: what to know is second in importance to how to know.

Is this a good thing? “In the internet age [this] is what knowledge looks like, and it is something to regret for a moment, but then embrace and celebrate” asserts Weinberger. Hear, hear.

Thanks to Paul Lowry for his excellent photograph.

Share this article










Submit

I am Assistant Principal at Surbiton High School, where I lead on digital strategy and teach modern foreign languages. I am fortunate to be a recipient of a Pearson Teaching Award. My main interests are pedagogy, technology and how they can combine to produce great teaching and learning. I am a fellow of the Royal Society of Arts and a well-regarded speaker in conferences and other events focused on professional development. Most notably, I have been a guest speaker at the HMC Annual Conference, The Telegraph Festival of Education, ResearchED, BETT and the Education Show. In addition my work has featured in the TES and The Guardian, and I have co-written a book titled Educate 1-to-1: The secret to successful planning, implementing and sustaining change through mobile learning in schools.

Comments 0
There are currently no comments.

Your feedback is always welcome

Follow

Get the latest posts delivered to your mailbox: