The Ethical Classroom
As promised I am using this post to describe my personal pedagogical philosophy and how it translates to the classroom as an ethical space.
I have mentioned previous how I feel that the traditional architectural structure of the classroom is problematic for it re-inscribes power dynamics that can be a hindrance to an acceptable learning environment.
In an ideal classroom the teacher in front and students sitting in a square formation would be disrupted. Classrooms that are circular or semicircular in construction where the "teacher" sits among the students, opens the space up for discussion. This discussion is key. There needs to be a give and take within the learning environment. The teacher should learn from the students and vice versa.
This may seem counter-intuitive to the idea of a facts based learning experience, where there is a right or wrong answer, but I assure you that this concept has room within the classroom as well. What I am trying to avoid in this model is the belief within the classroom that one should not speak unless they have the "right" answer. If students fear participating within the classroom, this translates into esteem issues which can adversely influence their ability to learn and process what is being presented.
An ethical classroom is at its root, a place where no one is harmed, injured, a place commonly understood as functioning under a greater good principle but with a twist. It goes beyond simple classroom architecture. The classroom dynamics have to be open, honest, and trusting. Too many times students at all levels are faced with educators that seem to be more interested in boosting their own egos at the sake of their students' emotional and educational well-being.
Care ethics, though usually spoken about in relation to health care, apply within the classroom as well. It is about the relation between subjects, and before all to understand that the process of learning is different for every student, and to create a space where all this is accomplished. Dialogue is key, it is in this dialogue that theory and philosophy becomes practice.
As a feminist theory, care ethics is often thought of as more feminine than feminist. I feel that this is erroneous for it not just the feminine who can care and/or nuture. In practice, care ethics as it relates to the classroom, must follow the following steps:
1. Architecture: desks must be placed in a circular formation if possible, if not students should be moved so that there are not gaps in the structure or anyone necessarily placed on the periphery simply due to the architecture of the classroom. The teacher should sit amongst the students, so that they are not seen within the power dynamics as THE TEACHER but rather "the teacher".
2. Performance: Like J.L. Austin's speech act theory, the performative does in its utterance. Thus an ethical classroom should teach by the nature of utterance. In this classroom speech is teaching, teaching is speech. If students are shy and do not want to talk, extra effort is given to speak to them after classroom hours, via other means, electronic or otherwise. Communication is a tool and people should communicate via the means they feel most comfortable, written, oral, etc.
3. Feminist: Many studies have been done that demonstrate that female students feel at a disadvantage, bowled over or bullied into silence within the classroom. Impartiality must be maintained however special attention must be given so that these sort of dynamics do not occur. As contradictory as that last sentence may sound it is possible. For contrary to popular culture, feminism is not about putting women first, its about not putting them last, its about everyone being on an equal field. If one student is monopolizing the classroom space, it is not about hindering their ability to speak, but allowing others to get into the conversation as well.
4. Inclusive: Of all cultures, sexual orientations, and religions. This above all else. The classroom is a space where everyone, including the teacher, learns from each other. We can all learn from others, it would make the world a better place in general if this happened more regularly. If a student says something derogatory towards another, a dialogue must be opened immediately and the students able to debate their points of view until they understand and accept each other. This has to happen. The students must know that this is a space without fear, so derogatory comments will not be ignored.
This is my philosophy put into action. It is based on this single quotation from Maurice Hamington "care flows from the knowledge manifested in the body" (Embodied Care: Jane Addams, Maurice Merleau-Ponty, and Feminist Ethics. Chicago: University of Illinois Press, 2004. 39)
We all possess the ability to demonstrate the care that is manifested in our body. It is from how we care for ourselves mentally, physically, etc that knowledge is imparted. If we took the time to be more in tune with this knowledge, with this care we would all be better educators, whether we are actually employed as teachers or not. I hope that this is clear. It is one thing to talk about things it's another to put it into action. Please feel free to let me know your thoughts on this.
I have mentioned previous how I feel that the traditional architectural structure of the classroom is problematic for it re-inscribes power dynamics that can be a hindrance to an acceptable learning environment.
In an ideal classroom the teacher in front and students sitting in a square formation would be disrupted. Classrooms that are circular or semicircular in construction where the "teacher" sits among the students, opens the space up for discussion. This discussion is key. There needs to be a give and take within the learning environment. The teacher should learn from the students and vice versa.
This may seem counter-intuitive to the idea of a facts based learning experience, where there is a right or wrong answer, but I assure you that this concept has room within the classroom as well. What I am trying to avoid in this model is the belief within the classroom that one should not speak unless they have the "right" answer. If students fear participating within the classroom, this translates into esteem issues which can adversely influence their ability to learn and process what is being presented.
An ethical classroom is at its root, a place where no one is harmed, injured, a place commonly understood as functioning under a greater good principle but with a twist. It goes beyond simple classroom architecture. The classroom dynamics have to be open, honest, and trusting. Too many times students at all levels are faced with educators that seem to be more interested in boosting their own egos at the sake of their students' emotional and educational well-being.
Care ethics, though usually spoken about in relation to health care, apply within the classroom as well. It is about the relation between subjects, and before all to understand that the process of learning is different for every student, and to create a space where all this is accomplished. Dialogue is key, it is in this dialogue that theory and philosophy becomes practice.
As a feminist theory, care ethics is often thought of as more feminine than feminist. I feel that this is erroneous for it not just the feminine who can care and/or nuture. In practice, care ethics as it relates to the classroom, must follow the following steps:
1. Architecture: desks must be placed in a circular formation if possible, if not students should be moved so that there are not gaps in the structure or anyone necessarily placed on the periphery simply due to the architecture of the classroom. The teacher should sit amongst the students, so that they are not seen within the power dynamics as THE TEACHER but rather "the teacher".
2. Performance: Like J.L. Austin's speech act theory, the performative does in its utterance. Thus an ethical classroom should teach by the nature of utterance. In this classroom speech is teaching, teaching is speech. If students are shy and do not want to talk, extra effort is given to speak to them after classroom hours, via other means, electronic or otherwise. Communication is a tool and people should communicate via the means they feel most comfortable, written, oral, etc.
3. Feminist: Many studies have been done that demonstrate that female students feel at a disadvantage, bowled over or bullied into silence within the classroom. Impartiality must be maintained however special attention must be given so that these sort of dynamics do not occur. As contradictory as that last sentence may sound it is possible. For contrary to popular culture, feminism is not about putting women first, its about not putting them last, its about everyone being on an equal field. If one student is monopolizing the classroom space, it is not about hindering their ability to speak, but allowing others to get into the conversation as well.
4. Inclusive: Of all cultures, sexual orientations, and religions. This above all else. The classroom is a space where everyone, including the teacher, learns from each other. We can all learn from others, it would make the world a better place in general if this happened more regularly. If a student says something derogatory towards another, a dialogue must be opened immediately and the students able to debate their points of view until they understand and accept each other. This has to happen. The students must know that this is a space without fear, so derogatory comments will not be ignored.
This is my philosophy put into action. It is based on this single quotation from Maurice Hamington "care flows from the knowledge manifested in the body" (Embodied Care: Jane Addams, Maurice Merleau-Ponty, and Feminist Ethics. Chicago: University of Illinois Press, 2004. 39)
We all possess the ability to demonstrate the care that is manifested in our body. It is from how we care for ourselves mentally, physically, etc that knowledge is imparted. If we took the time to be more in tune with this knowledge, with this care we would all be better educators, whether we are actually employed as teachers or not. I hope that this is clear. It is one thing to talk about things it's another to put it into action. Please feel free to let me know your thoughts on this.
I completely agree! The majority of classrooms are so uncomfortable that learning is the last thing on students minds!
ReplyDeletewww.yovia.com/blogs/structurallysound/2009/09/08/progressive-classrooms
Rachel, Thank you so much for this link and your comments. I hope that you visit my blog again soon. The link has really allowed me to think about architecture in a whole new way, so thanks again!
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