Building Lifelong Learners Through "Anti-teaching"

Dr. Michael Wesch (Kansas State University) writes his thoughts on anti-teaching:

"Teaching is about providing good information. Anti-teaching is about inspiring good questions. Since all good thinking begins with a good question, it struck me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box” it might be best to start by getting students to ask better questions."

As faculty, we are experienced in presenting explicit knowledge on a particular subject.  However, because of the way information changes so rapidly in today’s society, we want our students to also have tacit knowledge, which is knowing how to get things done, and is gained from experience and practice.  Thus, we encourage our students to be life-long learners who are able to keep their knowledge up to date.  We must create a class environment where students ‘learn how to learn’ and can apply their knowledge and skills in the unpredictable environments they will face in their lives and careers.  Maybe some "anti-teaching" is the way... 

Comments

[Bill Graziadei, Ph.D.]

I don't teach students (learners) what I know but HOW I came to know what I know and WHERE to find IT together!

[Stephen Dill]

Dr. Kirk,

You touch two different topics, really: overcoming the urge to give answers and creating life-long learners. The first is a huge challenge after spending years learning the answers. I almost think it is genetic, I have struggled with it so long. The second may be hampered by the fact it is perceived as something that happens only in schools. I prefer the phrase "all-ways learning" for the implication that we can--and should--always be learning and there are so many ways to do it daily as we go through life.

The majority of a life is spent outside the classroom; imagine the rich learning if right from birth we fostered learning habits teaching lessons where life happens every day? Not in an isolated, controlled environment, the quality of which can vary widely from district to district. Context cues responses from deep in the subconscious. Just as we are taught so well to answer questions instead of asking questions that all but the most disciplined of us cannot stop ourselves from shutting a child's mind down by answering rather than exercising their reasoning skills, we are taught learning only happens in a classroom - so well that the majority stop exercising their inquisitive mind as soon as they leave that classroom.

Thank you for voicing this concern. I would welcome the opportunity to continue this discussion on www.allnewpubliceducation.com, where I have offered some ideas for reinventing public education.

[Dr. Alan Taylor]

While in whole agreement with core prnciples, it is intersting to note that the student centred learning appraoch is hurtling down the road here in Germany just at the tipping point where HE students are edged towards fee-paying consumerist status. As usual, there aint no text without context and no learneing theory outside economic or political considerations...

[Dr. Delaney Kirk]

Bill, I'm working on this approach. I teach employment law for example and it's sometimes a challenge not to just give the students the answer. Instead I try to tie their questions back to previous discussions. Thanks for commenting.

[Dr. Delaney Kirk]

Stephen, Went to your website at: www.allnewpubliceducation.com Would love to see lots of educators respond. Will post to Twitter.