Download PDF by David Carr: Making Sense of Education: An Introduction to the Philosophy

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Additional info for Making Sense of Education: An Introduction to the Philosophy and Theory of Education

Example text

Generally, indeed, character seems to be more a product of conscious or deliberate formation than personality: moreover, insofar as it is implicated in issues and considerations of responsibility, praise and blame, its presence or absence, strength or weakness, seems more a moral or ethical than an aesthetic matter. More particularly, character is usually held to be the seat of virtues and/or vices – which are proper objects of moral evaluation. 12 Moreover, although character is often by maturity a fairly dyed-in-the-wool affair, and there are clearly limits to what agents can do by way of self-modification in this respect, it may yet not be out of place to advise a teacher struggling with discipline to exercise more mettle or backbone: indeed, to insist that ‘You must really put your foot down with this bunch’ may be no more inappropriate than advising someone to put more effort into lesson preparation.

Thus, without entirely removing all potential for legitimate pedagogical diversity or the possibility of educational experiment, we also clearly need some broad professional conception of what falls within the limits of the pedagogically acceptable. It might well be maintained that the required professional balance here – the half-way house between personal pedagogical creativity and servile obedience to the officially prescribed – might be sought in some mix of pedagogically general and particular skills.

In this light, it may appear completely mistaken to regard pedagogical and organisational capacities as entirely reducible to specifiable behavioural skills or competences in the manner of many recent policy documents and initiatives. Indeed, this would seem to be so whether we conceive good or effective teaching to be commensurate with some sort of research-based technology of pedagogy – as many twentieth-century apologists for the idea of a science of learning have undoubtedly so tried to conceive it – or whether we construe teaching skills along the lines of more personal and experiential context-specific arts or crafts.

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