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- All Subjects: Teaching
- Creators: Division of Teacher Preparation
- Creators: Middleton, James
Teaching is a challenging career that carries various challenges, some of which go beyond the educator’s control and influence their ability to teach. Through the Arizona State University (ASU) Barrett's Honors College, seminars and discussions centered in collaboration and learning, resulted in student's introduction to ideas of what it means to “truly” teach from both a student and educator perspective. Teaching is more than an exchange of information as it requires a human connection. While most educators agree that connection is vital, there are still challenges in the classroom that generationally impact families. Daoism, an ancient Chinese philosophy, discusses concepts such as mindfulness, leadership, and introspection. Educators can use Daoist philosophy as a tool to reflect on and develop their ability to teach with vulnerability, openness, and interconnectedness. From a philosophical standpoint, Lao Tzu (Daoist leader) explains the importance of shifting perspectives to what the individual can control: themselves. Teachers must create a classroom dynamic that is not only engaging but also provides students a sense of autonomy over their education. Shifting the dynamic from teacher centered to student centered places the education in the students’ hands and alleviates some pressure from the teacher. Embedding Daoist philosophy into the classroom can be seamless as it can already be seen through Social Emotional Learning, Culturally Relevant Curriculum, and Deep Learning.
This study investigates whether an experience as a novice can help alleviate expert blindness in Arizona State University faculty. Expert blindness, also known as the expert blind spot, is a phenomenon in which an expert in any subject finds it difficult to teach because they are so advanced at it. Many faculty have taught the same subject for so long that certain things that are difficult for beginners in their courses are trivial for the expert. In this experiment, ASU faculty were given five weeks of instruction to learn to solve the Rubik’s Cube in five minutes or less. Before and after the five-week experience, the participants took the Interpersonal Reactivity Index assessment, which measures empathy. Throughout the Rubik’s Cube challenge, the faculty were also asked discussion questions and invited to participate in informal interviews. The study finds a significant increase in the “empathic concern” of the participants after the experience, with a sample size of five participants. The qualitative interview data confirms the survey data, and the main sentiments of the professors after going through the experience were distilled into four main themes: (a) patience and reflection; (b) individualized approaches; (c) trying, failing, and improving; (d) knowing what and when to explain. An effective teacher who is aware of their tendency towards expert blindness should be aware of these four themes and strive to include them in their own teaching. The study recommends that universities and companies should have “beginner experiences” at regular intervals to remind experts what it is like to be a beginner again. These experiences not only mitigate the expert blind spot but promote lifelong learning and an active brain.