The discussion this week has centered on the theory and science of Education. As we make the transition into our final teaching unit before the final project, I’d like to submit to you the idea that what we mean by Education in its purest, noblest form is not Science but Art.
Art is the word we use when we refer to that creative activity or its result, when images and objects, sights and sounds, drawings and carvings, convey the beauty and splendor of the world, or realize the imagination of the artist, for the purpose of self-expression or the shared enjoyment of its creation. Art is that which elevates our interpretation of the world and of ourselves from mere description or narrative, to the sublime.
Of course there are aspects of the practice that are scientific in nature. The Art world is full of examples that parallel. The math in perspective. The chemistry in pigments. The physics of sculpture. All these artistic expressions require a solid grounding in the relevant science, but the final expression — the ultimate outcome — is not something that is science. Education is the process of sharing “the beauty and splendor of the world” with our students. We use scientific principles the same way a painter uses perspective and color. We apply technical knowledge the same way that a marble sculptor wields hammer and chisel. We strive to help our students to perceive the world by combining these technologies with our own inspiration and passion.
This notion is at the heart of the disatisfaction that teachers have with “teaching to the test” but it’s seldom expressed as a violation of artistic integrity. The teacher will say “I don’t want students who can pass the test! I want students who know something!” My belief — and it’s only an opinion — is that the “something” we want students to know is the inspiration and passion that we, as teachers, have for a particular domain of knowledge. For me, personally and anecdotally, I teach in this field to inspire all of you with the ideas and ideals that education at a distance can afford. I spend huge amounts of time passionately engaged in figuring out ways to share the “splendor of the world” with you, jn working within the scientific constraints of screen, bandwidth, interaction, and memory, and in creating experiences that will provide you with your own insight into the field.
Like Art, not every work appeals to everybody. Likewise, not every lesson works for everybody — or anybody, sometimes. Sometimes the failure is in providing sufficient support so you can recognize the splendor in what you’re seeing. Sometimes its a matter of waiting for the experience to mature like the first week of class where you all mostly went “GAAAHH!!” and then discovered several weeks later that it was all part of the plan. Art is not necessarily in the eye of the beholder like Beauty, but more likely exists in the mind of the Artist.
My answer on the “Art or Science” question is an emphatic “Art!”
October 21st, 2007 at 7:39 am
[...] From Education as Art The discussion this week has centered on the theory and science of Education. As we make the transition into our final teaching unit before the final project, I’d like to submit to you the idea that what we mean by Education in its purest, noblest form is not Science but Art. [...]
October 21st, 2007 at 8:16 am
I agree, partially.
Yes I have had those passionate artistic moments in teaching and there is some artistic part involved with teaching. But can all of the emotion and “feel” be sucked out of teaching and learning still occur? Yes I believe that learning can occur but that connection between teacher and student helps to solidify the learning experience faster and to a deeper level. Just my $.02
I think that the art involved in teaching comes when you orchestrate the enviroment or experience so that the student may get the same sensations from the stimuli that the teacher does. I am amazed by the way that the shape and properties of microscopic pieces of matter we call molecules or atoms can
produce large explosions or color changes.
The art of my job involves making other feel that same passion.
October 21st, 2007 at 1:52 pm
I agree. The art and craft of teaching involves finding ways (being creative) to reach students. The theory and research that supports education can be used by the educational artist just as the elements and principles of design are used by the visual artist to create something of worth. The visual artist generally creates with a purpose in mind. Art is not all emotion. It may be artistic expression, persuasion, functionality, narrative, or ceremonial. In thinking about teaching in relation to artistic purposes, perhaps the teacher (based on his or her own personality) has specific purposes that parallel those of the visual artist. For example, the purpose of function might be teaching in order to make sure students become employable adults. Artistic expression might be expressed by the teacher who is teaching for the purpose of giving of him/herself to the next generation in a
way that expresses his/her passion for learning. Persuasion may compared to a teacher that wants to influence students in various ways of thinking about such areas as behavior, politics, or other value based area. Okay, enough. I’m just rambling, here. The post made me think about that and as I was thinking, I was typing. I know there’s little relevance to what I just wrote. However, I do agree that teaching is an art and that students, while they may be frustrated with the way some teachers teach, benefit from having the exposure to the many different methods and unique gifts of the teacher.
October 21st, 2007 at 5:14 pm
[...] The Art of Education I recently read on phaedus post about Education as Art, and came across this part towards the end of the post: [...]
October 20th, 2008 at 9:31 am
[...] The construct of Education might be construed as Art instead of Science … Of course there are aspects of the practice that are scientific in nature. The Art world is full of examples that parallel. The math in perspective. The chemistry in pigments. The physics of sculpture. All these artistic expressions require a solid grounding in the relevant science, but the final expression — the ultimate outcome — is not something that is science. Education is the process of sharing “the beauty and splendor of the world” with our students. We use scientific principles the same way a painter uses perspective and color. We apply technical knowledge the same way that a marble sculptor wields hammer and chisel. We strive to help our students to perceive the world by combining these technologies with our own inspiration and passion. Education as Art. [...]