My first reaction to this week’s topics was not very promising. The term “anti-teaching” elicited an unspoken “What?” in my head. The phrase “mindful learning” was also confusing to me – can one really learn anything mindlessly? Of course I had not done any reading at this point, and I had to remind myself to keep an open mind.
After all was said and done, I have to admit that there were still ideas and pronouncements that I found difficult to wrap my head around, but at the same time, I appreciate the passion and advocacy of Michael Wesch and Ellen Langer, because I share the same commitment to fostering student success. If anything, I found that their heart is in the right place, and their ideas provide great starting points for reflection and discourse.
I agree with Michael Wesch that it is important for students to “find meaning and significance in their education.” As someone who was also a student at one point in time, I can certainly see how it can be easy to fall into a cycle of merely trying to “survive,” of, for example, desperately trying to remember which formulas to use for what type of problem – at least until after the test is done. It is when one finds the “so what?” and sees what role today will play in the future that deep and meaningful learning can occur.
That being said, I found it difficult to relate to the notion that “teaching can be a hindrance to learning.” While I do see where Wesch is coming from, I found myself arguing that maybe there is only a certain context ascribed to teaching that may end up detrimental to student learning. Maybe if we thought of teaching as more of an act of facilitating learning as opposed to talking at students, it would not be such a hindrance to the learning process, at least when hindrance is taken in the context of what Michael Wesch was talking about. For this concept, I find Barr and Tagg’s (1995) article on the shift to the Learning Paradigm particularly interesting and informative.
I also found it hard to read that learning “the basics” so that they become “second nature” as a “myth.” When I read Langer’s Mindful Learning, I began to associate the concept with intentional learning as discussed by Jeanne Ormrod (2012) in her book Human Learning. While I also see where Langer is coming from, I believe that there is value in learning certain things to automaticity, to a point where they become second nature; if anything, it is because we have learned some things to automaticity that we are able to learn in a mindful and intentional manner, because it is at that point where we have the luxury of focusing on what truly matters.