A discussion of whether teaching is a science, an art, or both, and the extent to which it is either and why, is presented in this paper. Teaching-as-a-science (TAS) and teaching-as-an-art (TAA) are not specific teaching methods but rather two different ways to find teaching methods. Whether students learn as a result of the teacher's scientific or artistic attitude rather than how students learn is the focus of the discussion. The paper offers analyses of the following: the terms "art" and "science" in language; whether TAA and TAS are desirable; definitions of teaching; definitions of art and science; TAA and TAS compared; the logic of science; the role of rules (rules make science, but rules may be subject to creative redesign by the artist); and the politics of TAA and TAS. Whether teaching is an art or a science depends on the definition of teaching adopted and how the goals of teaching are perceived. (SM)
Paper presented at the Annual Conference of the Midwest Philosophy of Education Society (Chicago, IL, November 10, 1990).