Phillip Jackson wrote an article discussing the idea of finding a “universal definition of teaching” (also known as a definition for real teaching). There are four attempts to define what teaching is according to Jackson. The four definitions include: the generic teaching model, the epistemic teaching model, the consensual teaching model, and the evolutionary teaching model.
The generic teaching model is “a system of actions intended to induce learning” in students. Jackson rejects this model for being an ultimate definition of teaching because this definition is intentionally vague and too broad (Thomsen- Jackson). This definition can include many different things that can be classified as teaching. An example that explains how this definition …show more content…
This definition is “founded on passing on evidentially supported beliefs” to students (Thomsen- Jackson). There is a major problem that arises with this definition according to Jackson. This problem is that any attempt that a teacher makes to not pass on evidence invalid and should not be considered teaching. An example of this could be a belief in the Creationist point of view regarding evolution in schools. Even though this theory of evolution is not taught exclusively in high schools, there are some people who could believe that the Creationist theory is an “evidentially supported belief”. Say in the future, we come up with a way to disprove the legitimacy of the Creationist theory of evolution with one hundred percent accuracy. If a teacher decides to abandon teaching this model (and many have as of this time), then the teacher is not “passing on evidentially supported beliefs” toward the students who believe or who were brought up to believe in this theory of …show more content…
Jackson is convinced that there is no universal definition for teaching as effective ways for teaching change over time. We can determine if a teacher is a “good teacher” or uses “effective teaching practices” by evaluating them on the standards that our society has considered to be “good” in the given time period. It is impossible to determine the effectiveness of teaching from a different time period with different social and educational
The generic teaching model is “a system of actions intended to induce learning” in students. Jackson rejects this model for being an ultimate definition of teaching because this definition is intentionally vague and too broad (Thomsen- Jackson). This definition can include many different things that can be classified as teaching. An example that explains how this definition …show more content…
This definition is “founded on passing on evidentially supported beliefs” to students (Thomsen- Jackson). There is a major problem that arises with this definition according to Jackson. This problem is that any attempt that a teacher makes to not pass on evidence invalid and should not be considered teaching. An example of this could be a belief in the Creationist point of view regarding evolution in schools. Even though this theory of evolution is not taught exclusively in high schools, there are some people who could believe that the Creationist theory is an “evidentially supported belief”. Say in the future, we come up with a way to disprove the legitimacy of the Creationist theory of evolution with one hundred percent accuracy. If a teacher decides to abandon teaching this model (and many have as of this time), then the teacher is not “passing on evidentially supported beliefs” toward the students who believe or who were brought up to believe in this theory of …show more content…
Jackson is convinced that there is no universal definition for teaching as effective ways for teaching change over time. We can determine if a teacher is a “good teacher” or uses “effective teaching practices” by evaluating them on the standards that our society has considered to be “good” in the given time period. It is impossible to determine the effectiveness of teaching from a different time period with different social and educational