Transcript Stephen Rowland's slides

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Integration and Integrity
in Academic Enquiry
Scholarship of Teaching and Learning
(SOTL)Symposium
University of Glasgow
27th March 2008
Stephen Rowland
Professor of Higher Education
Institute of Education and
University College London
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Some Questions
• Are good teachers usually also good
researchers?
• Does doing research improve your teaching?
• Can teaching stimulate your research?
• Is teaching better in an environment which is
enthused by research?
• Do students like to be taught be good
researchers?
• etc
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Some conclusions of Marwell 2004
‘a preference for forms of higher education that
are enquiry based’
‘a strong doubt as to whether higher education
that is not enquiry based can even be regarded
as ‘higher education.’
Report on the International Colloquium
Research and Teaching: Closing the Divide.
Marwell, March 2004
Paragraph 46 v
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‘higher education has lost its role as conscience
and critic of society’
(Bone and McNay 2006:76)
Conducting academic practices with integrity
by
Integrating academic practices
.
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Aspects of academic enquiry
Dialectical relationship between
compliance and contestation
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Aspects of academic enquiry
Dialectical relationship between
compliance and contestation
maintained by
Intellectual love
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Contestation and Compliance
350 BC
Plato’s Socrates
learning is innate
maieutic method
critical dialogue
exploration
student centred
reflective practice
risky
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Contestation and Compliance
350 BC
Plato’s Socrates
Isocrates
learning is innate
maieutic method
critical dialogue
exploration
student centred
reflective practice
risky
socially determined
rhetorical method
persuasion
instruction
the lecture
discipline
predictable
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Contestation and Compliance
•
•
•
•
427-347BC
1533-1592
1679-1778
1859-1952
Plato
Montaigne
Rousseau
Dewey
all spoke out against those social forces that
could not tolerate the risky and often
subversive nature of exploration
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Contestation AND Compliance
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Contestation AND Compliance
a context of enquiry gives the instructional or
rhetorical performance significance for the
learner
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Intellectual Love
(1632-1677 Spinoza)
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Intellectual Love
(1632-1677 Spinoza)
implies
• desire for more intimate knowledge
• knowledge open to reinterpretation
• knowledge is social, inclusive and, collaborative
• desire to share knowledge
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Conclusions
• Enquiry based learning involves contestation
and compliance
• Need to resist overbearing demand for
compliance
• Celebrate rather than squander intellectual love
• Employers may welcome scholarly values
• The academic community must articulate these
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Some final questions
• How to manage the tension between compliance
and contestation in enquiry based learning?
• What are the threats to the integrity of academic
enquiry and how can we address them?
• What is the role of intellectual love in enquiry
based learning and how can we foster it?
• What are the implications for policy makers and
managers?
• How to resist overbearing demands for
compliance?