Critical Perspectives Session 1: 25/9/2014

After the break is the first post of my notes from the Critical Perspectives module. I've made some minor corrections for spelling and clarity, but the notes are otherwise unedited.

Critical Perspectives with Rachel Miles

Reference text: “Teaching Critical Thinking: Practical Wisdom” by Bell Hooks*

Reading group = read a text and discuss it

There's no ONE reading of a text (introduction: creates context; broad idea)

*Questions the education system and its shutting down of free thinking

Comes from the author's experience – challenges

Academic texts =/= novels – the former aren't necessarily in order (like an album – a package)

Range – introduction lays the scope

Introduction allows you to read any chapter

Hooks is unique in making it personal

“This is where I'm from and WHY I'm interested”

Of the “teachings” which 3 would you read?

14. Crying Time

20. Teachers Against Teaching

12. To Lecture or Not

Reading the introduction and getting interested

Your own resources and experiences

Emotional connection – students and teachers

We BRING THINGS to a text

Going towards what gives you pleasure is a valid way of reading, but not the only way

TEXT = handout; iPhone, boots (if [Rachel's] boots were high heels, they'd be a different text)

MATERIAL (not an idea)

To be read and understood; descriptive

Why would the author say what they're saying? What are they really saying?

Which chapters/teachings would I read in order to write about buses?

Conflict

The Joy of Reading

Moving Past Race and Gender

Think about the ones you're NOT picking

An idea I'm projecting – bringing my story

Associations – what's your RELATIONSHIP to it?

HOW do you read texts? Skimming? Ploughing through? Selecting? Last minute? Double-reading? Dictaphone (or other technology? Could be helpful)? Critically? Overly self-consciously? Out loud? Underlining? Taking notes? Looking stuff up?

[You] may not be aware of this

Being aware of it is CRITICAL THINKING

“Teachers must be open at all times”

“THINKING IS AN ACTION” (paradox)

It's what you DO with it that matters – Jamie Tay [Lvl 1 Animation student]

Think about passive vs. active teaching

Knowledge → Facts

vs.

Learning → Environment

If you're uncomfortable where does that come from? (Pressure; fear)

“The shape of knowledge is constantly changing”

Being on the same page (specific, not general, terms) – equality

There are no “wrong” perspectives

Engagement with the text is key

Whose responsibility is thinking? EVERYONE'S