henry wrote: > > How do we change the views of college level faculty? How do we get them > to question their views and paradigms? > > A good starting place is an examination of our own motivation to change as > a result of pressure from "the outside." I find, in myself, a tendency to > resist such "friendly persuasion". It is a typically political strategem > to point fingers and work to "correct," to gain leverage, or to establish > control over some entity perceived to be in error. I have always read such > political solutions as non-adaptive and hasty intrusions into a delicate > ecology. >
Snip > > The set of ideals which guides the oldschool faculty of our art > departments, the ones who often appear responsible for many of the horror > stories we have been reading, do not seem unreasonable from their point > of view. The represent a methodology for achieving excellence OF A SORT. > There seems to be a tendency to define excellence in numerical terms, > among others. Rarity marks a thing of value and if everyone were capable > there would be little value in the practice of art. I have head similar > arguments, on listservs, from professors I otherwise respect. >
As usual, Henry has made a very profound point. I have been listening to the
discussion on critiques with much interest and I think the discussion does apply to
university education in general. I often hear complaints about university professors
and their lack of teaching abilities. Many education majors question why college
professors are not expected to take education courses to teach at a college or
university. In light of Henry's points above, I would like to hear what others think
about this particular issue, since it has often troubled me.
Diane C. Gregory, Ph.D.
Associate Professor of Art Education
Art Education and Technology Specialist
Department of Art & Design
Southwest Texas State University
San Marcos, TX 78666