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ERIC Number: EJ964417
Record Type: Journal
Publication Date: 2011
Pages: 3
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0890-6459
Keys to Scholarship
Hebert, Terri
Teacher Education and Practice, v24 n4 p465-467 Fall 2011
Up ahead, a foreboding wooden door showing wear from passage of earlier travelers is spotted. As the old porch light emits a pale yellow glow, a key ring emerges from deep inside the coat pocket. Searching for just the right key, the voyager settles on one that also shows age. As the key enters its receptacle and begins to turn, a clicking noise is heard. Everyone wonders curiously, what will happen next? In the world of teaching and learning, many are wondering the same thing. According to Sir Ken Robinson (2011), a key can be turned in two directions: One way can activate the locking mechanism keeping potential resources secure yet removed from the learner. Turned in the opposite direction, the door graciously opens presenting a wealth of reserves available to all who enter. Within this analogy to expand on the challenges currently facing scholarship of teaching and learning within the environment of higher education, the traveler equates to the learner. Human beings possess deeply rooted, deeply personal questions of which everyone desires answers. Answers come through periods of reflection of and interaction with knowledge. The door is the formalized educational setting, whether public or private, small or large, rural or urban. The key represents the teacher. Large numbers of students step onto the front porch of learning institutions having been given only one key, one approach to learning, and its very shape is one of standardization. The one-key approach used as the opening analogy illustrates the traveler/learner hoping, wishing, that the lock will click to open the door and allow entree into the rich and diverse community of scholarship, teaching, and learning.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A