I'll agree that these are generally independent qualities, but question
two earlier comments:
- Thomas Schødt Rasmussen, "there is no direct connection between
designing skills and teaching skills"
- Tiiu Poldma, "we cannot teach what we do not know"
Regarding the first, there are skills and attributes applicable in design
that can be applied in teaching - organization and responsiveness to the
needs of the client. Equally, there are attributes that may be negative
in the teaching concept - demand for exactness and lack of tolerance.
Hence for a large sample we may find the association between "design" and
"teaching" skills (ignoring how we measure either!) to be positive,
negative or zero, but within an individual we may see links.
Regarding the second, it has been noted within the thread that teaching
may be didactic or inspirational, and the statement applies only to
knowledge being directly and consciously passed on by the teacher. An
inspirational teacher motivates the students to learn, and delights when
the students report back something the teache did not know.
Taking the debate outside the high-flying conceptual teaching of design,
you can use the example of driving. Most of us drive a car and are
qualified to do so. Far fewer can competently teach a novice to drive,
one problem being that our driving actions have become internalized and
unconscious. Driving instructors are taught how to teach, and can go on to
learn how to train teachers. But we all may also act as role models,
either for our own passengers or for other road users; are *you* a good
teacher of how to design a path through traffic?
R. Allan Reese Email: [log in to unmask]
Associate Manager GRI Direct voice: +44 1482 466845
Graduate School Voice messages: +44 1482 466844
Hull University, Hull HU6 7RX, UK. Fax: +44 1482 466436
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The management here were SO impressed with W Edward Deming's "Out of
the crisis" that they are working flat out to create THE BEST crisis;
then they can start implementing the 13 obligations.
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