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Dr. Lindsay Davies Centre for Professional Learning & Development

What do we mean by the term ‘teaching differently’? NTU Annual Learning & Teaching Conference 1 st April 2014. Dr. Lindsay Davies Centre for Professional Learning & Development. This session aims:. to introduce the tools of conceptual analysis & philosophical reflection

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Dr. Lindsay Davies Centre for Professional Learning & Development

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  1. What do we mean by the term ‘teaching differently’?NTU Annual Learning & Teaching Conference1st April 2014 Dr. Lindsay Davies Centre for Professional Learning & Development

  2. This session aims: • to introduce the tools of conceptual analysis & philosophical reflection • to use these to explore understandings of the term ‘teaching differently’

  3. You will have the opportunity to: i) identify what is meant by teaching differently in your own & generic HE contexts ii) discuss what is meant by conceptual analysis& philosophical reflection iii) apply philosophical tools to your understanding of teaching differently iv) evaluate the benefits of using philosophical tools in your academic & professional contexts v) transfer learning from this session to other academic & professional contexts

  4. Defining conceptual analysis “The approach of conceptual analysis has been understood by some as a means of revealing the basic building blocks of meaning of which our world is made up – its atomic structure, you might say. Thus, the examination of a concept such as education is a means of revealing its essential nature – that is, of showing what it must fundamentally involve, no matter where or when it takes place.” (Standish 2007)

  5. Conceptual analysis… • is an important tool in analytical philosophy & has a rich history (see Beaney 2009) • aims to: • eliminate vague & ambiguous concepts & ‘category mistakes’ (Ryle 1949) • explore a word’s derivation & connections with other concepts • show its transformations in relevant contexts or ‘language games’ & ‘family resemblances’ (Wittgenstein 1997). • enhances communication, by providing systematic accounts of a particular term’s usage • clarifies our understanding & thoughts about particular words • illuminates why they are considered valuable or important within a multiplicity of contexts

  6. Philosophical reflection… • is a further analysis reflecting upon the nature & implications of the issues uncovered. • investigates the necessary and sufficient conditions, which are required for the concept to be relevant

  7. Necessary and Sufficient conditions • a necessary condition is an essential requirement that needs to exist in order for the concept to apply • a sufficient condition is concerned with a minimum requirement needed for a concept to apply

  8. Necessary and Sufficient examples • Air is a necessary condition for human life but is not a sufficient one because there are other factors that need to be met such as water and food. • That a number is divisible by 4 is sufficient (but not necessary) for its being even

  9. An example: ‘Typology’ • context: Jung’s psychological types • ontological & epistemological issues • classification; study of symbols; printing • etymology ‘strike, beat’ also ‘impression, image’ • imprints (phenomena) - not the thing itself (noumena) • categorisation; difference; similarity; relationship; dynamics; diagnosis; prediction • map

  10. What do you understand by the termteaching differently? Step1: Use the form provided to note down a brief definition based on your current understanding

  11. Now have a go with the philosophical tools!! Work through the rest of the handout with colleagues on your table – ask for help if needed!

  12. First… work in your groups starting with Steps 2-4 Next… see how far you can get with Steps 5 & 6 Then… try Step 7 and rework your definition in the light of what you’ve discussed

  13. Plenary: Agreeing a group definition What are the necessary conditions that are needed for a definition of teaching differently to be true?

  14. Step 8: Evaluating the tools • how has this approach affected your understanding and usage of the term teaching differently • what different perspectives has it provided? • how easy was this approach to follow?

  15. Step 9: Action planning • identify two opportunities to apply your new understanding of teaching differently in terms to an aspect of your work (e.g. teaching and learning, research, disciplinary knowledge, continuing professional development) • identify two other instances where these philosophical tools could be used to enhance your practice

  16. References • Beaney, Michael. (2009). "Analysis". The Stanford Encyclopedia of Philosophy. Online at the University of Leeds website: http://www.seop.leeds.ac.uk/entries/analysis/ • Ryle, G. (1949) The Concept of Mind. Reprinted (2000), Harmondsworth: Penguin. • Standish, P. (2007) Philosophy as Educational Enquiry and Critique. London: TLRP. Online at the BERA website: http://www.bera.ac.uk/philosophy-as-educational-enquiry-and-critique/ • Wittgenstein, L. (1969) Philosophical Investigations, 2nd edition (1997) Translated by G.E.M. Anscombe, Oxford: Blackwell. All e-resources accessed 21/3/11

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