|
 Readers
of this paper are vitally interested in teaching, and
many of them devote full time to this work. Much attention is
given to what to teach; some consider how to teach
(usually giving emphasis to “props” or devices for
expressing themselves; but few seem concerned with understanding
the fundamentals of the act of teaching. What is teaching? What
must we do to really teach?
Teaching
is not the demonstration of the teacher’s learning,
although obviously one cannot teach what he does not know. It is
not the mere presentation of information, for one may
present without communicating. Communication takes place only
when there is reception as well. It is helping another to
reproduce an experience, thus making it common to both teacher
and pupil. Knowledge cannot be poured from one mind to another,
like water from one bucket to another It must be recognized, and
rethought, and relived by the receiving mind.
True
teaching is not that which gives knowledge, but
that which stimulates the pupil to gain knowledge.
TEACHING IS THE AROUSING AND THE USING OF THE PUPIL’S MIND, TO
GRASP THE DESIRED THOUGHTS, OR MASTER THE DESIRED ARTS. ( “Seven
Laws of Teaching” by Gregory, for further study of these
principles.) There is no teaching without learning. The teacher’s
function is to create the most favorable
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conditions for self-learning.
At
this point I hear many teachers say, “We are willing to try
this, but our pupils have no mental appetite. They do not seem
to want to learn.” Knowing this probably seems harsh, we must
insist “teaching” involves creating that mental appetite.
This is the very core of successful teaching.
Dewey
said, “THINKING BEGINS WITH A FELT DIFFICULTY.” We think
when our emotional or physical needs arouse in us some doubt or
uncertainty. When we consider various solutions (accumulate the
evidence) and select or reject until we reach a satisfactory
conclusion, we have engaged in reflective thinking. The audience
does not think just because the preacher steps to the platform.
He must cause them to analyze themselves, see needs, and seek
solutions. All explanations and expositions are useless unless
they excite and direct the pupil in his own thinking.
“THE
ACTUAL WORK OF THE TEACHER CONSISTS OF THE AWAKENING AND SETTING
IN ACTION THE MIND OF THE PUPIL THE AROUSING OF HIS
SELF-ACTIVITIES.” We must consider the pupils more, and the
sound of our own voice less.
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