Quality Teaching and Uncommon Ways

Abstract

This chapter continues to explore the holistic pedagogical approach of quality willed learning. Nothing is more conducive to learning than student curiosity. Teachers can provide environments in which students may study what they find to be remarkable, interesting, and important. We are often not open to student curiosity, open-ended inquiry, and self-direction because teachers and professors, in their schooling, had not had development of curiosity as goals. Teachers and professors too often conform to the unconscious school culture which diminishes curiosity. Our schools and universities are rapidly becoming outdated because teachers and professors daily goals frequently require that which turns off curiosity, turns off open inquiry, and turns off self-direction. Teachers and professors too often express their authority by manipulating docile students through excessive telling which they often call teaching. Many would agree that quality teachers and professors respect students’ love of learning, and student inquiry as well as student self-direction. Because student love of learning, student inquiry, and student self-direction are difficult to measure, they are generally not involved when determining quality teaching.

A yawn is a silent shout

—GK Chesterton