ABSTRACT
Teaching is not perhaps a very philosophically interesting concept, but it is obviously central to the educational enterprise and there are some very interesting questions to be raised about the empirical research that is conducted into and around it. When I say ‘not philosophically interesting’ it will be remembered that I mean that it is not an idea that perplexes one, leaves one boggle-eyed or bewildered, or that stands in obvious need of delicate and intricate teasing out. To be sure, one can observe that it is a polymorphous term (that is to say, it takes many forms so that instruction and discussion might equally count as examples of teaching), that the verb ‘to teach’ takes two accusatives (so that one teaches somebody something, and the old adage ‘I teach children not subjects’ is rather robbed of its force), and question whether it is an achievement or task word and how it is conceptually tied to learning. (Am I teaching you, for instance, if you are learning nothing?) But one surely does not lie awake at night despairing of getting an adequately clear idea of teaching, as one might in respect of love, justice, happiness, or indeed education. In general, it may take one’s fancy, but it’s not a great mystery. We know well enough what teaching is.
