In a recent discussion on one of the LinkedIn art groups about the merits and demerits of formal art education for practicing artists, the hoary old chestnut, "Those who cannot do, teach" came up again.
At the risk of sounded a bit like Andy Rooney, I intensely resent the implication that a teacher should be seen, by the fact of being one, as a failure in the "real" world. It is disrespectful and untrue. This misconception gives teaching a bad name and undermines the dignity of the profession.
Versions of "those who cannot do, teach" appear regularly in discussions about education, supposedly to demonstrate witty insight. Such statements are actually proof of a profound ignorance about the nature of teaching.
Becoming a good teacher requires mastering a complex body of attributes and skills, regardless of the subject matter. Such a body of knowledge includes compassion and patience, deep respect for the student, a drive to convey useful knowledge, planning, and presentation skills.
A good teacher is made, not born. Teaching well requires training, apprenticeship and dedication that is rarely compensated properly. Those who do it well are genuine heroes, because they provide the continuity for our culture and civilization. Teaching is not and should never be considered some kind of default or fallback option.
There is no linking relationship between being able to "do" and being able to teach or vice versa, except that high achievers tend to be good communicators and thus often make better teachers. Since art is a form of communication, those who do it well are excellent observers and communicators, which are requisite skills for teaching.
The corollary inference, that successful professionals do not become teachers, is also untrue. Skilled "doers" are often grateful for their opportunities, and frequently find themselves teaching as a way of giving back. Really smart ones know a secret: teaching is one of the best ways to profoundly learn a subject. Stellar teachers posses a profound grasp of their subjects and from the yin-yang relationship of teaching and subject knowledge, convey enthusiasm and love of subject to their students.
In my experience as a student at three art schools, my most revered teachers were those who also had the respect of their peers as professionals and practitioners in the real world. Real doers often make great teachers, especially when they understand that teaching itself is a serious and complex skill.
Granted: there are many poor teachers. Even so, it is more true to say, "Those who do well, teach well."
At the risk of sounded a bit like Andy Rooney, I intensely resent the implication that a teacher should be seen, by the fact of being one, as a failure in the "real" world. It is disrespectful and untrue. This misconception gives teaching a bad name and undermines the dignity of the profession.
Versions of "those who cannot do, teach" appear regularly in discussions about education, supposedly to demonstrate witty insight. Such statements are actually proof of a profound ignorance about the nature of teaching.
Becoming a good teacher requires mastering a complex body of attributes and skills, regardless of the subject matter. Such a body of knowledge includes compassion and patience, deep respect for the student, a drive to convey useful knowledge, planning, and presentation skills.
A good teacher is made, not born. Teaching well requires training, apprenticeship and dedication that is rarely compensated properly. Those who do it well are genuine heroes, because they provide the continuity for our culture and civilization. Teaching is not and should never be considered some kind of default or fallback option.
There is no linking relationship between being able to "do" and being able to teach or vice versa, except that high achievers tend to be good communicators and thus often make better teachers. Since art is a form of communication, those who do it well are excellent observers and communicators, which are requisite skills for teaching.
The corollary inference, that successful professionals do not become teachers, is also untrue. Skilled "doers" are often grateful for their opportunities, and frequently find themselves teaching as a way of giving back. Really smart ones know a secret: teaching is one of the best ways to profoundly learn a subject. Stellar teachers posses a profound grasp of their subjects and from the yin-yang relationship of teaching and subject knowledge, convey enthusiasm and love of subject to their students.
In my experience as a student at three art schools, my most revered teachers were those who also had the respect of their peers as professionals and practitioners in the real world. Real doers often make great teachers, especially when they understand that teaching itself is a serious and complex skill.
Granted: there are many poor teachers. Even so, it is more true to say, "Those who do well, teach well."
No comments:
Post a Comment