Abstract
This publication examines how our teaching has morphed in recent years. It is based on conference themes developed by the three institutions internationally at the 2023 AMPS coordinated conference, 'Teaching Beyond the Curriculum': Glasgow School of Art, UK – Critical Speculations on Art School Education | Louisiana State University USA – Creativity as an Experimental Agenda | Wenzhou-Kean University, China – Teaching Beyond Boundaries – Education Outside the Classroom. The papers presented at both the event and its proceedings publication were, in their various unique ways, a response to the call, a summary of which is presented here: The number of ways we have thought about education over time is vast. From Socrates to John Dewey,
and Jean Piaget to Paulo Freire, our understanding of learning has evolved and morphed. The concepts and theories we manage range from learning for learning’s sake to vocational training; from a liberal arts education to on-the-job training; and from student-centered learning to research-informed teaching.
Today then, our definitions and models of teaching are vast. In an age of ever faster change and innovation, this plethora of concepts expands incessantly. As we adapt to the radical disruptions of the technological turn post COVID, it can be overwhelming. What this all results in for teachers and learners alike, is an open, and sometimes contested, question. In the built environment, architects, urbanists and planners operate in changed studio settings. In teacher training and education studies, modes of delivery have been radically altered. In the social sciences, how we teach subjects like anthropology, sociology and cultural theory is under constant critique. In the arts, media and design fields, the pressure on students to consider a ‘job’ informs what we teach, and how they learn. Whether approaching teaching from the perspective of STEM or the
frameworks of the humanities, this is a complex time
and Jean Piaget to Paulo Freire, our understanding of learning has evolved and morphed. The concepts and theories we manage range from learning for learning’s sake to vocational training; from a liberal arts education to on-the-job training; and from student-centered learning to research-informed teaching.
Today then, our definitions and models of teaching are vast. In an age of ever faster change and innovation, this plethora of concepts expands incessantly. As we adapt to the radical disruptions of the technological turn post COVID, it can be overwhelming. What this all results in for teachers and learners alike, is an open, and sometimes contested, question. In the built environment, architects, urbanists and planners operate in changed studio settings. In teacher training and education studies, modes of delivery have been radically altered. In the social sciences, how we teach subjects like anthropology, sociology and cultural theory is under constant critique. In the arts, media and design fields, the pressure on students to consider a ‘job’ informs what we teach, and how they learn. Whether approaching teaching from the perspective of STEM or the
frameworks of the humanities, this is a complex time
Original language | English |
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Title of host publication | Proceedings of the Architecture Media Politics Society, 'Teaching Beyond the Curriculum' Conference |
Publisher | UCL Press |
Chapter | 39 |
Pages | 365-377 |
Number of pages | 13 |
Publication status | Published (in print/issue) - 2023 |