What do I want from my students? I want them to push back. I want them to disagree. I want them to tell me where I’m wrong, and to hear where they are wrong. I want them to stop consuming my thoughts and start producing their own. Education is most effective when students engage with ideas alongside instructors and reach a full understanding of the content through the refining process of rational discussion. If the student cannot articulate their thought, odds are the thought is not really there. Further, if they cannot articulate an objection to a thought (whether they agree with the objection is of secondary importance), they are probably not comprehending the thought.
Consider the analogy of dancing. Let’s assume the student learned all there was to know on how to dance through videos, pictures, and a variety of written materials from experts in the field. However, until she actually stepped out on the dance floor and began to participate, she wouldn’t really know how to dance. But there’s more – for without a partner, a great deal of dancing becomes nonsensical. However, upon arrival of the partner, both dancers begin to experientially refine their dancing skills. Of course, they already knew everything about dancing, yet they could not dance. The paradox should be self-evident; they knew how to dance (theoretically), but they did not know how to dance (practically). In the theoretic stage, the student was unable to adapt to any new type of dancing. Once the practical stage had been mastered, she possessed the skills to not only transition to other varieties of dance, but also to a multitude of other rhythmic and aerobic activities.
Back to education – I do not merely want my students to learn facts or ideas about the world. I want them to step out onto the dance floor of thinking and learn how to construct thoughts. Of course I am there to guide, praise, and correct them; but I cannot guide, praise, or correct them when they are sitting on the sidelines, refusing to join the dance. They will step on each other’s toes, move in the wrong direction, and step at the wrong time – this is all part of the process. Many of our ideas will stink. But if we want ideas worth having, we have to embrace the bad ones. For without them, we will have nothing to refine. Consider the significance of students in history that pushed against what their teachers told them: the apostle Paul declared that Jesus was Messiah, Martin Luther reasoned from the Scriptures that his salvation must come through faith alone, and William Wilberforce argued that slavery was a violation of Imageo Dei. Certainly the list goes on. So what do I want from my students? I want them to push back. I want them to disagree. I want them to tell me where I’m wrong, and to hear where they are wrong. I want them to stop consuming my thoughts and start producing their own.
Sup Juss
Well stated!
I really like what you said about being about to push back and not have to just sit there and accept what you say.
This reminded me that to get a full learning experience in your class, I must be engaged and interact
I appreciate the fact that you want us to get involved and voice our ideas. Being able to discuss our ideas last year helped me grow and make my faith my own.
I remembered most of this from last year but it was good to be reminded about thinking for ourselves since this is our last year of high school and next year we will have to think a lot for ourselves at college so I am looking forward to this year.
I like how you stated how we will need to encounter difficulty (such as throwing out bad ideas) in order to grow in knowledge.
I liked your example of the dancer, it really helped me understand what you want from your students.
This article reminded me that you only understand something if you can say it clearly, and not just repeat statements learned in class.
I think this is what all teachers really want but students are to scared to actually do it. It takes practice to push back without getting to forceful.
I appreciate that you care about our opinions and want us to push back. With most teachers there’s either a right or a wrong. I like the idea of bouncing ideas off of each other to find the best solution.
I like that you want us to think for ourselves
I think it’s good that you want us to challenge you as a teacher just as you challenge us a students. Like it says in Proverbs 27:17 “Iron sharpens iron, and one man sharpens another.”
I like how you want us, as your students, to know everything we can about the bible, but also be able to put it into practice
I like how you want us to have our own thoughts and and not just listen to you talk.
I feel as though this stood out to me more this year than last. It reminded me to continue to “think for myself” but also to be able to be open to new ideas and view points.
I still find it cool that we can talk about our viewpoints on different topics
I think it is great that you are aimed to teach us how to create our own thoughts about the bible and not just hear other peoples thoughts and keep those as our own.
I like the comparison between dance and education.
The dancing analogy was a really good reminder that you can know everything there is to know about Christianity but it’s all pretty meaningless when you don’t apply it to your life and live it out for others to see. If others don’t see me living out my Christianity, then what’s the point?
Well stated I wish all my teachers wanted this. I like how you want us to have minds of our own.
I appreciate that you want us to see you as a mentor rather than just a teacher.
I appreciate the fact that you want us to be confident in ourselves and think for ourselves instead of just being told an answer.
This is very well written & I love the fact that you want to connect with us, the students, and that you care about us & our ideas!
I think debates with you and among ourselves would help us be able to do this.
I like how you talked about how we should have our own thoughts, ideas, and opinions and not just depends on our instructor.
At first I had a headache of trying to wrap my mind around with the first two paragraphs but once when I understood it I was like, #MIND BLOWN!!!!!! Great idea Mr. Cook I look forward to your class
I like how you want us to interact in class and be able to produce our own thoughts. The analogy of the dancer was very helpful to understand that it is not just about knowledge, but also participation and practice.
I enjoyed this article because it not only showed us that you care for us but also that you care that we get an amazing education.
I like how you want our opinions as well. When we state our opinion we can refine it, make it better, and find the best answer.
Being in your class last year made me realize that if we try to create our own ideas we will learn more.
I appreciate your acknowledgment of differing ideas and opinions.
I like this article because in the first paragraph it says that education is most effective when student ENGAGE with the ideas. That is such an important idea because as students we need to learn how to really think in depth for ourselves.
I liked the dancing analogy! it helped me understand what you were trying to say!
The paradox you gave about the dancer was super helpful. I really benefit from hearing examples, because I usually remember them.
I really appreciate that you want us to engage with you so that we can develop our thoughts. Then also be able to think critically about those thoughts and form sound opinions.
I believe, based off the article, this class is really going to stick with us once we’re out of high school in the most beneficial way possible. Our world wants us to accept whatever popular opinion is thrown in our face, to jump right on the bandwagon, but if we start forming our own thoughts and pushing back now, it will be a lot easier to do the same when we’re challenged outside of high school.
I think this is totally and completely true. I’m actually excited to apply myself in this class because thinking for myself and forming my own ideas and conclusions is one the best ways I can remember and apply material.
I really find it interesting that you encourage us to think and find answers for ourselves.
I’m really thankful for this teaching, because it had taught me to think for myself
I like how you say you want us to take in what you say but make it our own and think it for ourselves and produce our own ideas and questions.
I do agree, because how would the students learn better if they’re using the teachers’ work and thoughts ?
How do we achieve this in a culture that has become dependent on grades, GPA and high stakes test scores? How do you know if you and your students are fully engaged in the intellectual dance of ideas?
Great questions Ben! The short answer, at least in my opinion, requires a return to liberal arts education as a means to become a well-rounded and better person rather than education as mere credentialing. Certainly, certification and academic credentials are needed, but they should not be the primary focus of a society’s educational system. I find the classical model very appealing, although not without weakness, in this respect. That model also pushes great, classical texts, which help both student and instructor engage in the great conversations of humanity. What are your thoughts on dealing with the questions you raise?