— Amy Burvall (@amyburvall) April 21, 2014
Dare-to-make-and-share Amy Burvall sent me this tweet knowing I love graphic design and doodling and that I think we have more to learn from looking at the process than the final product, however lovely that may be. I have two other books like this: Sketch Books: The Art and of designers, illustrators and creatives and the Detour Book and find them delightful rabbit holes. I go to them whenever I want to learn.
So I wonder, what would my “sketch book” look like as, say, a philosophy teacher? And could my students learn from that sketch book, my process notes, just as I learn from these graphic artists? Several times my clear- and far-thinking friend, Ted Spear, and I have talked about the idea that we should build schools around master learners, not teachers. I think I have to call him up and revive the conversation.
Maybe, we have to spend a little less time telling students what to they should do and little more time showing them more of what we do? Now, I have to ask myself, how do much I actually practice in my discipline of philosophy? I do not mean how much do I take professional development in teaching philosophy, but how much do I actually practice philosophy? (My friend Richard Smith tells me Canadian math teachers are actually pretty good at this, and on the whole, way better at contributing to mathematics than math teachers in any other country.) I have to make the embarrassing admission that I philosophize hardly at all. Yet I am hanging out my shingle as a Theory of Knowledge teacher.
There are big implications here for me, for every teacher, and for the institutions we work in. I’m rather afraid to explore them right now.