Flatten that hierarchy: Everyone wins when we all teach (and learn) together

Document Type

Book Chapter

Publication Date

2024

Department/School

History and Philosophy

Publication Title

The Art of Teaching Philosophy: Reflective Values and Concrete Practices

Abstract

One central idea to learner-centered pedagogy is, unsurprisingly, that learners should be foregrounded in the classroom and course-related learning activities. There are many ways to express the idea of foregrounding the learner. For instance, we find it among the central ideas of pedagogic paradigms, such as Ungrading, and in conceptual metaphors for teachers, such as facilitators or guides on the side (to be contrasted with sage on the stage). While the idea is common in teaching and learning circles, and has a number of conceptualizations, it does not get enough airtime in casual conversations about teaching. Generally, I think centering the learner does not get its due because it sounds scary or maybe even simply wrongheaded. Further, I think, as an idea to bring to practice, it just is not very clear. I think it is simply hard to see what it would take to foreground learners. Most of us were not taught in this way, or when we were, we did not recognize it as such.

Comments

W. J. Koolage is a faculty member in EMU's Department of History and Philosophy.

This book chapter was featured at EMU's 2025 Faculty Scholarly and Creative Activity Showcase.

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