Honestly, I agree with most of the opinion mentioned in this week’s reading. Teaching is a process of inviting. By teaching the knowledge, we are inviting the students to vigorously participating in the learning and at the same time developing their own understanding. Mindful learning requires mindful teaching and mindful textbook to open the possibility for student’s mental engagement. How to frame knowledge in an inviting way? To me, that’s a crucial and artful skill.
However, in the book the author mentioned the way they frame a textbook into a mindful textbook seems contradictory to what I learnt in writing. In the book, the author gives example of change “is” in textbook into “may be”. But, in my own experience in writing papers or essays or dissertations, I was recommended (both by my professor, or other writing instructions) to write in affirmative way. Otherwise, too much “maybe”, “would”, “possible” weakens my research conclusions and reduces my research significance. So I am wondering, whether this is the right way to write a textbook.
Some may argue that writing paper is different from writing a text book. But almost all text books are writing based on results from published research papers. It will be wield when the paper says “is” while the book says “may be”. I understand the need to open student’s mind in teaching, to invite their participation. So when the textbook says “may be”, it leave room for students own exploration. But if all knowledge is delivered in uncertainty, at least, as a freshman, I will feel frightened.
In my opinion, for certain basic knowledge, which requires understanding and comprehension, we need to state in affirmation. So that students, at the entry level, will have a clue on the structure of the subject. After that, for knowledge requires higher level of learning such as application, evaluation and creation, which is naturally conditional, we can adapt conditional statement to engage students.