The big take-away from two summers spent in 1964 and 1965 taking a teaching certificate at the University of Toronto, was that understanding learning was not just preparation for a job but an understanding about how we evolve in life. I loved those two summers.
Teaching theory like all theories is complex, and a serious body of knowledge. And I just got a very basic grounding. The only education philosopher I was introduced to was John Dewey of the United States.
His quote is still remembered, “Education is not preparation for life, education is life itself.”
Dewey promoted pragmatism in education. The professors called it a process that makes sense out of life. Something that links understanding with action.
I was comfortable with this theory of education, It was very much what an engineering education was all about. Engineering was essentially “applied science” in the sense that we would first understand, for example, the principals of hydraulics, and then would be required to design a water pump.
This theory of learning is what I like to call “comprehension”. Understand the basics, sure, but the important issue is how to use the basics in your day to day life. In engineering we called it “critical thinking”.
A lesson learned after six years of classroom teaching is that teachers, regardless of their training, shape their material based on their own knowledge, beliefs and assumptions.
I came out of a family business but most of my colleagues came out of major corporations, government service or one of the professions. We taught the same courses quite differently. So much for learning theory.
But we learned from each other and continuously asked about which teaching techniques worked and which did not work.
I used stories to teach concepts. It was entertaining and loved by the students. And, thanks dad for all the family business stories that shaped my life.
There was very little pure lecturing or students focused on text-book learning.
Much more of my focus was on linking basic issues such as cash flow with business problems like collecting money from your customers, financing capital expenditures, renting rather than buying, taking in a partner and on and on.
Then there was an attempt to link the learning of basic concepts of business with a big future idea such as starting your own business.
That was when real life tensions and conflicts would have to be faced. Like dealing with bankers and investors, staff development, and the emotional conflicts associated with your person life and your business life.
The process of both teaching and learning is a bit of a mystery. At “teacher’s college” they tell you to vary your teaching style to accommodate the different ways students learn.
And, it was always amazing to me to see students who never asked questions in class to become super activists when it came to group projects.
Some of my most powerful teaching moments were linked to spending 20 minutes alone with a student at the end of the day.
It is all about actively engaging students in the process of learning in one way or another and helping them make sense out of life. And when young people understand all the facets of life they are ready for a life of action and activity.
It is my learning theory, anyways.
Yes, I believe in “edumacation”.