Letters to the Editor
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Clockwork Smurf
Thank you for your reply. I’m sorry it took me so long to reply, as I’m just now getting an opportunity to rejoin the discussion. There’s a lot to digest in your post, and if I miss some points along the way I apologize.
My understanding of your underlying thesis in the reply is that a large sector of modern education is populated by teachers unqualified to teach respective disciplines. I think that may, indeed, be the case in some areas. You note that many successful scientists are lured away to research or private sector work, etc., instead of into the classroom where their expertise might lend itself to better scientific achievement among students.
I see several issues here: 1) just because someone is a successful scientist doesn’t make them a good teacher (you already said as much; I’m not making a point you didn’t already make) 2) there is an administrative component to the problem (and a larger socio-economic and cultural component to the problem) if there is not enough incentive for individuals to become teachers. And, frankly, in many cases, there probably isn’t. The pay’s lousy, and the environments are sometimes hostile (and I don’t necessarily mean physically, though that certainly does occur, as well). 3) Some component of this lies with the students themselves. You say that my drift from science may have been a factor of my teachers failing to do their job in such a way that I “got it.” Yet I had some very excellent teachers, including a math teacher who was so insightful and encouraging and helpful and patient! Still I struggle with mathematics, and always have and though many years have passed, I still struggle with many aspects of math and science, both the practical application and the underlying theory. I don’t think I’m stupid, but I don’t think I’m “wired” for math and science as well as some of my peers (and perhaps better than others).
However, it seems part of what you’re saying is the classic, “Those that can, do, those that can’t, teach.” If I’m mistaken, I apologize, and would welcome correction. But if that is what you suggest, I feel it insults not only the teachers and their profession but also those in their care. There are poor performers in every occupation, from farming to astrophysics to firefighting to accounting. Surely the field also has some exemplars, and like any field, there are also those who are neither outstanding nor terrible.
If there are science courses being taught by people without an understanding of the underlying science, then I acknowledge that is a failing of the system. Nevertheless, I think a part of the problem is that the field of education is somehow seen as not a good field to go into, despite it’s importance, and so there is a dearth of good teachers (as you have asserted). I’m not sure that’s the teachers’ fault, though. In addition, I believe that students have a responsibility, as well. It would be nice if every school had inspirational teachers that have students eyes’ aglow, but the reality of human interaction is that not every student learns in the same way, or brings the same motivations to the classroom. Also, upon further reflection, another point may be that it is incumbent upon higher institutions and state governments to demand different certification. An Education Master’s may no longer suffice. Perhaps those degrees need to find specialization, so that future educators demonstrate understanding of underlying principles (in sciences, math, history, literature, any discipline) before qualification to teach a subject. Lastly, education needs to return to a place of reverence in our society, where teachers are respected and encouraged. I don’t they’re completely denigrated, but I do think there is less respect for the profession than there once was.
I think the last point you make in your reply is one of the most striking ones. I agree with it, and think that is a fundamental principle that should apply to teachers in any discipline. The corollary is that all students should strive to understand how the rules and tables were formed, as well. Perhaps we need to eliminate certain tests, and therefore remove the roadblock that inspires students to merely memorize the result so they can score well on the test, rather than truly understand what’s going on within the principle itself.
I’ve gone long-winded, but thank you again for your reply. I’ve enjoyed reading your thoughts on this topic.
No kings,
Robert