On Wed, 29 Mar 2000, Michael Ofsowitz wrote:
>
> I don't like the implicit attributions that have so far been made in
> this thread.
>
> How about a superior administration that: a) does not attempt to
> interfere with good teaching by enforcing various untested
> pedagogical ideologies; b) does not succumb to a consumerist model of
> higher education; c) rewards teaching; d) pays well and provides
> various tools for teachers to use at their own discretion; and e)
> does not try to use selfless faculty as a model of the ideal teacher.
> And how about having students who are willing to take the risks of
> learning and changing, and who have time to devote to those projects?
>
> Provide those conditions, and superior teaching can spread.
Mike, it seems to me that an education has to go beyond mere transmission
of information. It has to include helping students learn how to deal in
an affirming way with the obstacles they will face in life throughout
their lives rather than allowing such obstacles to block the path. We
can't do that unless we model and thereby show them how to overcome such
obstacles rather than use them as excuses. In this case the adminstrative
ones as you describe.
Make it a good day.
--Louis--
Louis Schmier [EMAIL PROTECTED]
Department of History http://www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, GA 31698 /~\ /\ /\
912-333-5947 /^\ / \ / /~\ \ /~\__/\
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