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ERIC Number: EJ1064016
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0729-4360
Reviving the Ancient Virtues in the Scholarship of Teaching, with a Slight Critical Twist
Kreber, Carolin
Higher Education Research and Development, v34 n3 p568-580 2015
This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end, it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by the "intellectual" virtues of "episteme" (theoretical knowledge), "techne" (productive knowledge) and "phronesis" (practical knowledge). These three intellectual virtues stand in a particular relationship to one another and phronesis assumes a vital mediating function infusing the scholarship of teaching with the practical wisdom required in concrete situations. Phronesis, particularly a critically inspired phronesis, also enables the proper development and enactment of "moral" virtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld. It is further argued that the scholarship of teaching is usefully enriched by recognising two different versions of evidence-based practice: one is concerned with the evidence of instrumental effectiveness between strategies and outcomes; the other with evidence of the internal consistency between strategies and desired outcomes. It is proposed that analysing the scholarship of teaching through the lens of virtue helps appreciate what kind of a practice the scholarship of teaching is and the challenges involved in engaging with it well.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A