The Art and Science of Teaching
Teaching is, a
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Teaching is, as psychologist William James (2004) put it, both an art and a science. It is a science in that it moves forward from theory to methodologically sound and rigorous practice or pedagogical models, producing outcomes in terms of student learning and achievement that can be empirically measured. It is an art in that there are numerous intangible elements involved in successful pedagogy, which cannot be simply reduced to a formula that can be replicated in myriad settings. In this essay, the interplay between the scientific and artistic aspects of teaching will be discussed, leading to the conclusion that both "faces" of teaching must be present for success to occur in the classroom. Kenneth Strike and Jonas F. Soltis (1998), in a discussion of the ethics of teaching, argued that at the core of the teacher's responsibilities is a moral and ethical duty to maximize learning outcomes for all students, regardless of individual skills and abilities and without respect to race, gender, socioeconomic status, or ethnicity. In this general context, the "science" of teaching refers to having knowledge and information regarding learning theory, differences in learning styles and interests, and the relative merits of different instructional models or styles. The "art" of teaching refers to recognizing the aesthetic and ethical constraints that shape teaching and inform its methods. Researchers in a number of different fields have long investigated the factors affectin
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eachers and school administrators were heard across America. There was a belief that teaching was best regarded as a scientific process that could be modified to meet situational needs. However, what was less well recognized was the artistic aspect of teaching û that element of creativity and innovation that allows a teacher to maximize student outcomes by providing individualized instruction, using alternative classroom arrangements and assignments, and otherwise manipulating the environment to maximize learning.
Disciplinary problems, gang-related crime, high rates of drug use, low academic achievement as measured by standardized achievement tests and other measures, and unacceptably high rates of teenage pregnancy were among the problems observed in the 1990s and into the new millennium by researchers assessing the American education system (Reyes, et al, 2000). Reyes, et al (2000) argue that the problem is most significant in the context of urban schools that are attended by minority youth û youth already at a disadvantage due to other social and economic factors. These issues are directly related to both the art and science of teaching in that contemporary teachers are required to do far more than simply deliver les
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Approximate Word count = 1600
Approximate Pages = 6 (250 words per page)
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