I always thought a dose of scepticism was part and parcel of academic
discourse. Not so, it seems for those of us on the receiving end of
today's edict (Bob McClelland - re. help needed), about about what
all good ILT members should (and presumably should not) do. Is anyone
else out there as worried as I am about the goody two shoes discourse
of teaching and learning -oops- learning and teaching in higher
education? Is the discourse conducive to an envionment enabling
academics to use our brains to develop a scholarship of teaching, or
is all this a ruse to turn the clock back to the teaching training
agenda which teachers in primary and secondary
education consigned to the pedagogical dustbin almost
fifty years ago?
Perplexed, of Cerntral London
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