Srilgey sobre las ruinas de la universidad actual y sobre la responsabilidad de los diferentes agentes implicados. Merece la pena leerlo aun cuando uno no esté totalmente de acuedo con los argumentos y no comparta en absoluto su catastrófica descripción de la universidad actual. Merecería además un debate a la altura de lo que la universidad como institución merece y debería ofrecer si realmente es la institución que dice ser.
When I read that I thought: That’s it! That’s my classes. There is no real education anymore, but I still have to create the impression that education is happening. Students will therefore come to class, but they will not learn. Professors will give lectures, but they will not teach. Students will receive grades, but they will not earn them. Awards and degrees will be granted, but they will exist only on paper. Smiling students will be photographed at graduation, but they will not be happy.
Fuente: Ron Srigley: Dear Parents: Everything You Need to Know About Your Son and Daughter’s University But Don’t | LA Review of Books.
Extra: Entrevista a Ron Srigley aquí.
Un artículo sobre el personaje de Severus Snape en la saga de Harry Potter y el rol de la escuela de magia que frecuentan los protagonistas. Hablando sobre Snape, la autora caracteriza el modelo de docente que encarna así:
Snape’s excellence as a teacher has nothing to do with whether his students do or do not like him or whether they aspire to his friendship. Thus, Rickman’s character goes against today’s popular ideas of the teacher; Snape is no one’s buddy, no one’s kindly mentor. Often chalked up to Snape’s mysterious history, what’s really at stake is a particularly inconvenient truth about school. Snape, a hard teacher, teaches difficult subjects (…). Snape’s difficult manner has everything to do with the subject matter of his class, about which, as he dramatically and drily lets his students know — to their collective horror — there can be no grading curve, no leniency.This is less because Snape says so (…) than owing to the material to be learned. That is rigor, the rigor embodied in the teacher, who is, as the political philosopher of education, Michael Oakeshott, once expressed this, “the custodian of that ‘practice’ in which an inheritance of human understanding survives and is perpetually renewed in being imparted to newcomers.” As Oakeshott explains: “To teach is to bring it about that, somehow, something of worth intended by a teacher is learned, understood, and remembered by a learner.”
Ideas interesantes sobre las que discutir aquí a propósito de la idea de lo que es un buen profesor.