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ERIC Number: EJ1011360
Record Type: Journal
Publication Date: 2013
Pages: 3
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-1360-144X
The Rush to Scholasticism - Or the Long Road to Critical Scholarship? Response to Graham Gibbs' Commentary
Grant, Barbara
International Journal for Academic Development, v18 n1 p15-17 2013
Towards the end of his characteristically straightforward account of the landscape of educational development, Graham Gibbs announced: "I am skeptical about the value of the rush to scholasticism". Gibbs goes on to explain that he sees his most influential contribution to university teachers in his "practical manuals and guides" rather than in his scholarly papers. While the author of this response, Barbara Grant, takes no issue with the practical value of grounded, descriptive, often quite recipe-like, educational development writing, it is the larger argument that causes her concern. She is not quite sure what to make of the term "scholasticism" because it resumes the disparaging tone of the phrase "scholarly pretensions." There are two points she wishes make about this: (1) First, for many educational developers, changing university teaching and learning is "not the [only] game." (Lee & McWilliam, 2008, p. 68). Some are also academics: the rush of scholarship is a fundamental thrill that drives the work, and not all research in the field is concerned with what educational developers or others do. (2) The second point she makes is that much of the scholarly work educational developers write is not directed at colleagues in other disciplines but more at one another -- a community of practitioners who are also scholars. The audience therefore, is primarily the community of educational development practitioners/scholars. Barbara Grant suggests that in charging that this scholarship never gets read by university teachers and, therefore, has "little useful function", Gibbs may be overlooking the sheer point of much that is written in this field.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A