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Found 6 results

  1. In his course on How to Teach History, Wes Callihan describes our modern disregard for the study of history–what do you think the dangers are to disregarding history?
  2. For those of you who have viewed the first part of the Teaching Math Classically course, or who have thought about "classical" math pedagogy, what is your emerging thought on what it means to teach math in accordance with the classical tradition of education?
  3. Of the various insights from Flora Armetta (in her course on Teaching Three Great Books), which did you find most helpful for teaching The Adventures of Huckleberry Finn by Mark Twain? If you are not taking her course, but have taught these books, what teaching insights can you share?
  4. The method or mode of teaching called "Socratic Teaching" seems to be interpreted and implemented in various ways. Some think that just asking questions of students in a loosely-led discussion is "Socratic." Others think that when the teacher pretends not to know anything, "playing dumb" is a chief component of Socratic teaching. Andrew Kern has some specific ideas for what he thinks Socratic teaching should be. What do you think of his ideas? Are there any other legitimate ways of teaching Socratically that you would mention?
  5. If you viewed Andrew’s lecture on mimetic teaching, how would you summarize mimetic teaching? Have you taught using elements of mimetic teaching before, even you did not call it such?
  6. For those of you taking the Classical Pedagogy course or who have studied classical pedagogy before--consider this: Often when educators learn about the principles of classical pedagogy, they realize that they have discovered and practiced some of these principles--on their own. Is that the case with you? Which of these principles have you come to know and practice, perhaps without even knowing the were classical?
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