Socrates was declared the wisest man in Athens (a city famed for its
wise men) because he knew that he knew nothing. If not at number
one, Socrates must rank in the top three greatest teachers of all
time, alongside Jesus and Buddha, and therefore all teachers ought to
learn something from him. And where better to start following in the
front prints of the barefoot master than by confessing that we too
know nothing.
Granted, we know the stuff we have to teach. In fact if we don’t
know that stuff, we don’t deserve to be called teachers. Instead,
if lacking somewhat in subject knowledge, we may call ourselves
‘facilitators’ but ‘teachers’ we are not. So, as teachers,
we have to know what we teach. But, we must confess that we don’t
really know how we transfer the stuff we know into the minds and life
patterns of those we teach. It is a mystery.
Such a confession of ignorance was easy for Socrates to make. From
what we know, he never received payment for being a teacher, his
classroom was the public square and his ‘students’ were more like
random victims of his stroll-by interrogations about the meaning of
life. As paid pedagogues, it would be far more difficult for us to
declare our state of ignorance. We have B.Eds, PGCEs, M.Eds and EdDs
that supposedly prove the opposite. We have a professional status
that sets us apart from the rest of world who don’t know how to do
what we do. Parents and governments entrust us with the education of
the nation’s children and youth. And, we get paid well above the
average wage for doing what we do. But, let’s all ‘fess up’,
in the deepest depths of our pedagogic souls, we really know nothing
about how we do what we do.
But in order to keep our jobs, pay our mortgages and feed our own
children, we pretend that we really know what we’re doing by hiding
behind our qualifications and dazzling record of exam results. Well,
that’s what we used to do, until the government and their agents,
who also need to admit that they know nothing, began jackbooting
their way into our ‘secret garden’. We were called to give an
account of ourselves, to show our working out in order to justify why
we did what we did and why it was ‘effective’. But, of course,
we didn’t know. So, we looked to experts, gurus, charlatans and
snake oil salesmen who sold us the lie that the mystery of teaching
could be reduced to a method or a set of skills. The government had
its own list of deceivers and, for several decades now, the living
has been easy for educational consultants, growing rich and fat on
public money in that gap between the professional ignorance that
dared not speak its name and non-professional expectation. The roll
call of charlatans is far too long to reproduce in full here but
let’s remember some of the mega stars of the consultant
constellation - ‘Take a very quick bow, Mr. Alistair Smith with
your Accelerated Learning’, ‘Stand up, pair up, and divide up
your takings, Messers Kagan and Kagan’, ‘Spare us your blushes,
Mr. Daniel Goleman over your non-existent Emotional Intelligence’,
‘Keep building that spending power, Mr. Claxton’, ‘Sound out
phonetically the word ‘cash’, Ms. Miskin’...and the credits
just keep on rolling.
We have to put a stop to this pretence. If we, who are teaching, day
in and day out, don’t really know what we’re doing, is it likely
that someone who actually doesn’t teach at all, can offer us
anything worthwhile? No, despite the sales pitches and ‘independent’
research findings of the Educharlatans, there is no golden ticket, no
sure fire recipe to becoming a good teacher. You need to know the
stuff that you are going to teach, inside out and back to front,
there is no doubt about that. But figuring out how you transmit
what’s in your head and your heart into the heads and hearts of
those you teach is the work of a life time. Others can help you step
around common pitfalls and you can stand back and admire a Master
teacher at work, but don’t expect her to tell you how she does it
because she doesn’t know or, rather, she cannot articulately give
expression to the wisdom she has accumulated over decades into a
handy ‘How To...Guide.’ And, if anyone tells you that he can and
wants to charge you for such a guide or a conference or a workshop or
a university course, then that person is a charlatan. Avoid!
In his day, William Goldman was considered the greatest screenwriter
in Hollywood. His screenwriting credits include Butch Cassidy and
the Sundance Kid, All the President’s Men, Marathon Man and The
Princess Bride. In 1983, Goldman published ‘Adventures in the
Screenwriting Trade,’ which many aspiring screenwriters, myself
amongst them, hoped would lift the lid on the talent of the Master
and enable us to write a classic Hollywood movie. However, our
aspirations were dashed in the opening line - three words that become
a mantra throughout the book and, for Goldman, are the distillation
of the wisdom gained in working at the highest level in Hollywood for
years. That opening line, a sparse, fundamental sentence of
subject-verb-object is: ‘Nobody knows anything’. Teachers,
rather than pretending that we know what we’re doing, let’s
confess our ignorance and even more importantly let’s expose the
ignorance of all those self-deluded non-teaching Educharlatans and
Senior Managers who, desperate for fame, wealth or power, pretend
that they do know.
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