(reactive) Guiding Students into a Discipline: The Significance of the Student’s View
I was asked to comment on Northedge and McArthur’s analysis of the teacher’s role in guiding students into a discipline (Chapter 9) and, to a lesser extent, to tie Hounsell and Anderson’s work on ‘ways of thinking and practicing’ (Chapter 6) into my discussion. Where does one start in responding to pieces of writing, with which one so largely agrees? My intent here is to offer a few observations on both these chapters. Specifically I will attempt to situate my discussion within the main theme of this book: the relationship between the context or discipline-specific aspects of learning and those that are generic or perhaps, as Kreber puts it in her introduction, ‘context-transcendent’. I suggest that there are two chinks in the otherwise excellent armor of both the chapters:
• The chapters are written from the teacher’s point of view; yet they include passages which should have been spoken by students.