Back To School: Unsolicited Thoughts on Teaching

[It is the time of year to think about how and why we go back to the classroom.  Since Academic Year resolutions are making the rounds, I decided to polish up this old post.]

Next week, I start my first semester of teaching at a new 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 year 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.

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, a new zeroth law of teaching I will be adopting this year is cribbed from Zeno:

διὰ τοῦτο … δύο ὦτα ἔχομεν, στόμα δὲ ἕν, ἵνα πλείω μὲν ἀκούωμεν, ἥττονα δὲ λέγωμεν

“For this reason we have two ears, but one mouth: so that we may listen more than we speak”  (Diog. Laert. 7.23)

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)

athens

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