TEACHING AS AN ART AND SCIENCE
MATHEW FAHEY
MAT-500
UOP
TEACHING AS AN ART AND SCIENCE/FAHEY
The question that arises from all the talks and discussions during the current Mat-500 class is this: Is teaching an art and a science, one or the other, or neither? How can one significantly answer this and other questions that arise when talking about teaching? Is teaching a profession? Or is teaching simply something one masters the way they would a watercolor painting or the building of a nuclear bomb?
In beginning to assess these questions and others that pertain to the dialogue at hand, one first must address the idea and components behind what is a science and what is an art? According to the Second College Edition of the New World Dictionary, a Science is defined as, “To know…to discern, distinguish…knowledge…to determine the nature or the principles of what is being studied—the concern of the facts”(92). According to the same source, and it is important here to remember that this paper is meant to link up both an art and science as an aspect of teaching, art is defined as “human ability to create things…making and creating things of form, beauty and unusual perception…any branch of creative work” (78). When you blend these two components together, to create a science/art ideology you can see how teaching is both an art and a science. ... It is though a person is sculpted—created if you will as an
TEACHING AS AN ART AND SCIENCE/FAHEY
artistic interpretation of each other—the student becomes the teacher and the teacher becomes the student.
Most of the dynamics involved in a teaching component, or if you will a classroom environment, precipitates a phenomological approach. What is meant here is that the dynamics of the educational frontier are that learning and teaching are a cause and effect phenomenon. ... (The School Journal, 1987)
What Dewey is promulgating here is the concept that learning and teaching are not only unconscious, but also an integral part of forming society.
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