Will at weblogg-ed.com has an amazing post (“Teachers as Learners”) that I’m still trying to figure out an appropriate response to that goes beyond, “Yes, that’s it. That’s what I’ve been trying to say….” Here’s the most relevant paragraph.
In a world where knowledge is scarce (and I know I’m using that phrase an awful lot these days), I can see why we needed teachers to be, well, teachers. But here’s what I’m wondering: in a world where knowledge is abundant, is that still the case? In a world where, if we have access, we can find what we need to know, doesn’t a teacher’s role fundamentally change? Isn’t it more important that the adults we put into the rooms with our kids be learners first? Real, continual learners? Real models for the practice of learning? People who make learning transparent and really become a part of the community?
This notion of teachers constantly learning, of modeling for students a notion of the process of learning is incredibly appealing to me. It’s part of why I’ve created 11 different courses in 5 years, and why I have several more waiting to pop out when I have time and opportunity to do them. Not because I want to impart wisdom to my students, but because I want to share with them the excitement I feel when creating a new vibrant course, when learning more about a topic and figuring out how to share that process with them. That excitement for learning is why I have several scholarly projects on the backburner, waiting for my last project to finish. It’s why I find so many of the posts of my blogger colleagues Gardner and Steve so provocative and evocative of all I wish to do.
Okay, so I have plenty of passion, but to what end? Look for future posts for more thoughts on this….