The article discusses the tendency of philosophers, including the author, to teach as they were taught, leading to gaps in effective pedagogy. It highlights the author's 25 years of experience teaching logic and emphasizes the challenges encountered, such as mismatched expectations between instructor and students. The growth of the author's advanced logic seminar suggests that adapting to student needs can enhance engagement. Overall, the author advocates for more reflective practices in teaching to improve philosophical education, suggesting that short blog posts can foster practical pedagogical discussions.
Teaching is often done in ways that reflect how we were taught, without much pedagogical reflection. In philosophy, this leads to a gap in understanding best practices.
Reflecting on my experiences in teaching logic, I've learned that mismatches in classroom expectations can lead to significant challenges, as seen when students petitioned against our final exam.
The growth in my advanced logic seminar highlights the importance of adaptability and responsiveness in teaching, as class sizes changed dramatically during my years of instruction.
Despite years of experience, I recognize the need for ongoing reflection and learning about effective teaching strategies in my discipline; it truly enriches the educational process.
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