The following post includes my responses to course readings on Historical and Philosophical Thinking.
A personal note: I was happy to see that several of Dr. Theodore Christou's papers were featured in the course reading selection. I took Ted's History and Philosophy Foundations of Education class at Queen's during my Bachelor of Education. His enthusiasm about teaching, learning, history, and research was contagious. Though he may not know it as our class had over 300 people, he was an inspiration to me to pursue this Master's in Education degree.
Reading 1
Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History by T.M. Christou
What is the historical context/argument being explored?
Christou argues that in order to understand the purposes of teacher education programs, we must first revisit their histories and reflect on how significant practices, pedagogies, and policies have changed. Having a broader perspective on these fundamental purposes of education will give teacher candidates the tools they need to take on more contemporary issues in modern-day teaching. Christou states that through the use of literature, memoirs, and storytelling, we can explore educational history, and make connections to human cultures as well as societies across various historical contexts. (Christou, 2010).
How does this article address/frame the following terms? Innovation, Creativity, Teaching and Learning. How do the ideas/arguments relate to the working definitions you have developed in the Glossary? The article addresses the following terms in a few ways. Christou makes reference to John Dewey, an American philosopher who is a well-known name in the innovative field of educational history. Dewey, along with other progressivists such as George Counts, Harold Rugg, and William Heard Kilpatrick were seen as educational and social reformers, for asking the question, “what if?” (Christou, 2010). One thing I have always appreciated about Dr. Christou’s research and perspectives is that he is constantly challenging the “traditional” methods of the educational system, much like these scholars. “How things are—with respect to the structure, governance, administration, and aims of education–is certainly not how they always were, nor are things necessarily as they ought to be.” (Christou, 2010).
Most of the historical foundational research in question may not be new ideas as we know creativity to be, but it is certainly an innovative perspective of thinking. In my glossary definition for innovation, I mentioned that it was “a process, development, transformation, or change”. Christou made mention of how educational history is useful for considering the ways in which we teach and learn today. Having a critical lens while using the imagination will not only challenge our opinions and biases, but inspire us to discover new creative teaching methods that we can use with our classes.
Questions for the Author
Christou identifies that some of the traditional methods that educators use are; preparation, peripheral and language. I wonder what some concrete examples of traditional “language” approaches in the classroom might be? And what we as educators can do to rephrase this type of thinking before we channel our “old-school” opinions and biases out to our students.
References Christou, T.M. (2010). Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History. Brock Education, 20(1), 49-63.
Reading 2
A History Teacher Looks Back by Ken Osborne
What is the historical context/argument being explored?
The historical context being explored in this reading was Ken Osborne reflecting on his experiences as a history teacher and professor, why it is important to study history education, and how each person has their own conceptions of the past. “Students are not blank slates on which history teachers can inscribe whatever they choose. They have their own concepts of the past, taken from … a thousand other everyday sources.” (Osborne, 2012). He discusses how understanding history can help us look ahead in teaching and learning.
How does this article address/frame the following terms? Innovation, Creativity, Teaching and Learning. How do the ideas/arguments relate to the working definitions you have developed in the Glossary? Osborne describes how he was drawn to history; he was inspired by personal experiences, growing up during the Second World War, studying a selective three subjects in his last two years of high school, (history, English literature, and French), and overall, having a hunger for knowledge. “I grew up in a world that presented me with a lot of questions, and the adults I knew did not answer them to my satisfaction.” (Osborne, 2012). Osborne provided several examples of how like most beginner educators, he learned through trial and error. He narrates many instances where his students challenged his views and how he appreciated when this happened because he was learning from them too. In my glossary definition, I described learning as “obtaining knowledge through study, experience, teachings, and communication.” Osborne remained open to learning throughout his teaching career, both by listening to his students and colleagues, observing the system and at times, going against it. He took on a more creative approach when it came to teaching history. He recalls one story where a school inspector came to observe his classroom, and pointed out that he was not following the official curriculum. Osborne explained that the curriculum “made no sense to [him]” and sought to make developments in innovative curriculum projects instead. (Osborne, 2012). Later in his career, he had the opportunity to work on Canadian Studies Foundation curriculum projects of his own with a group of educators. By keeping an open, curious mind, Osborne was able to have a great appreciation for teaching and learning.
Questions for the Author
What advice would you give to a new educator who may be struggling to understand and deliver the curriculum? Is there a limit for how far educators can stray from the curriculum like you did, and what specific strategies and rationales did you have for doing this?
References Osborne, K. (2012). A History Teacher Looks Back. The Canadian Historical Review, 91(1), 108–137. doi: 10.3138/chr.93.1.108
Juniper Cafe, Kingston, June 2022
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