Challenges for “engaged” coordinators<br />The more we care about teaching, the more heartbreaking it can be. <br />If we teach things we care about, we become vulnerable to indifference, judgment and ridicule.<br />We have to face our own difficulties with taking risks, with being a “deviant”, with uncertainty, messiness, ambiguity.<br />Potential disenchantment / resignation….<br />
Challenges for me<br />Students who only care about passing the exam with as little effort as possible.<br />Status differences between wholehearted researchers and wholehearted teachers. <br />Academia cultivates the illusion of objective knowledge and tries to ignore or eliminate all that is intangible, uncontrollable, unpredictable, not measurable.<br />The educational system? Well, actually the system provides lots of possibility to increase inspiration and engagement....<br />
Example 2.1 IB: Topics<br /><ul><li>Myth and reality
Example 2.1 IB: Teaching Approach<br />The intention of this course is to create an environment where you are actively engaged in your learning, where you can bring in your personal style and capacities, and where your can expand your understanding of management and organizations. <br />In order to achieve this, you will be asked to manage and organize something yourself, i.e., a tutorial meeting. From session 4 onwards, we will work with pairs of facilitators who will be in charge of a full two-hour meeting. <br />In terms of material, the course uses a set of articles that provides refreshing views and food for thought. <br />Tutors will be there for support and encouragement. They will make sure that the level of understanding is deep enough, challenge you where necessary and clarify things when needed. In the first three sessions, they are the discussion leaders.<br /> <br />
Polarities in Teaching<br />Safety and challenge<br />Structure and flexibility<br />Diversity and unity<br />Content and process<br />
“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”<br />Parker Palmer (1998): The courage to teach. <br />
Inspiring Readings<br />Csíkszentmihályi, Mihály (1998). Finding flow: The psychology of engagement with everyday life. Basic Books.<br />Freire, Paulo (1970). Pedagogy of the oppressed. New York: Continuum.<br />Palmer, Parker (1998). The courage to teach. San Francisco: Wiley.<br />Whyte, David (2001). Crossing the unknown sea. Work as a pilgrimage of identity. Riverhead.<br />
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