Although I found myself, at times, mixing up extended citations with general text; alarmed that some people actually believe students of the technology age are half-wits and doomed; and wondering, amongst the pages-long lead-in, where on Earth the thesis was, I enjoyed the introduction and am eager to read on for the fish and potatoes (I don't eat meat) of this curricular quest-ioning! I love how Burke began with the foundational thinking of Socrates; what a wonderful way to begin a text on modern teaching by connecting it to its intellectual roots. He cited that it is a "means of using. . . a systematic process for examining the ideas, questions, and answers that form the basis of human belief," and that ". . . thought itself is a continuous thread woven through our lives rather than isolated sets of questions and answers." Good stuff. And it's nice to know that there are still people who not only believe this in their heart, but teach by this philosophy. I don't feel like such a black sheep anymore! And, already, I'm pretty much infatuated with this guy.
He mentions the importance and necessity of questioning, and its rightful place at the heart of teaching. He reminds readers of maintaining high standards and challenge through inquiry, as well, and how important these are for student success in, outside of, and beyond the classroom. Burke also talks about what true inquiry looks like and results in, how big of a role it can play in the preparation for college, and even as students search for their own, personal "Why?", wondering where on Earth they fit and the point of it all. . . Basically, this questioning stuff is a pretty big deal. It's linked to overall happiness, success in other subjects, and a well-rounded, learning-loving, out-of-this-world professional in ANYTHING! And it all begins with is thought, curiosity, and a teacher to help lead the way. I'm intrigued.
But, if I may. . . What semi-bothered me was the picture Burke painted - rather, used the disdaining words of Mark Bauerlein to illustrate - of today's youth. I'll begin with a quote:
The children now love luxury. They have bad manners, contempt for authority, they show disrespect for their elders. . . They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers.
This was written and expressed by Aristotle. Yeah - that long ago. The point I'm eluding to is that kids, and the way their "wiser," older counterparts view them, has not, and probably will not change - in the "big picture" kind of sense. I'm not so sure how much I liked the reference to students "nowadays" being pretty much rotten, doomed, and not giving two poops about learning. Not true. Not true at all. Things have changed, yes, but have children, deep, deep down, really changed all that much? Or is that just the old man or woman inside of us trying to lecture their way out? I get that voice in my head sometimes, too, but I refuse to look down on children and believe they are "worse" than their predecessors. Or that they are doomed to learn or grow. If anything, wouldn't any worsening be their predecessors fault, since they are the example? Anyway, my point is, adapt. If they overuse their cell phones, drag the devices into the questioning. If they'd rather talk with friends, invite them in on the discussion-action! And if they don't seem interested, give them choices. Ask them. And don't label them as a problem before trying to understand them. Question them, prompt them, encourage them, love them, inspire them, CHALLENGE THEM! Try them - they might just surprise you.
I don't know everything, and I sure hope I don't come off that way. I'm not saying using cell phones in a lesson will do the trick, but what I am saying is keep the open mind you want your students to have also. Although I am still very much enjoying Burke's book and look forward to more insight, I think we need to question ourselves before our students. Are we going to truly question them, and learn ourselves, or continue to ask them the questions that confirm our own beliefs? They don't have to be doomed with our help. The glass is half full, friends!
:)
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