Next week, I start my 18th semester of teaching at my institution. This also means I am well into my second decade of teaching. At the same time, my collaborator and co-conspirator Palaiophron is starting a new position as a Latin teacher in a local high school.
As is my custom, the coming semester fills me with excitement, anxiety and just a little bit of dread. But then again, I started on my teaching journey in the same way. So, before many of us throughout the country (and the world) prepare to return to classrooms, I need to review my thoughts about teaching. (In part to ready myself for an Ancient Greek classroom of over 35 students!).
We all know that technology, politics, and money are changing the way we think, talk and approach the classroom. In applications for positions and awards, the ‘statement of teaching philosophy’ is all the rage; but most of us who practice as teachers, I suspect, operate from a mixture of experience and precept, observation and reaction. Whatever happens outside, we know that teaching is about human beings learning from each other.
So, below, I have gathered my basic precepts, some classical topoi they resonate with, and some very basic explanations. This is unsolicited and probably unneeded, but I write it as much to remind myself as anything else.
“Men become good more from practice than nature.”
ἐκ μελέτης πλείους ἢ φύσεως ἀγαθοί (Critias, fr. 9)
In discussing the life and death of Critias (relative of Plato, one of the Thirty Tyrants of Athens), Philostratus writes.
“I claim that no man can die nobly if he does so for the wrong beliefs. This seems to me to be the reason that [Critias’] wisdom and thoughts are less well esteemed by the Greeks. For, if our words are not in accord with our character, we seem to speak with a foreign tongue, like flutes.”