Stephen Bloch-Schulman, a teacher, discusses teaching through experiences. They explore the concept of reveal belief, the importance of critically examining our own beliefs, and the need for activities that allow students to reveal their true beliefs unknowingly. They also discuss book recommendations and special features, rap music, plana music, and the importance of public final projects and open classes in teaching.
Beliefs should be examined through actions and critical examination, rather than relying solely on self-reported beliefs.
The importance of humility as educators, embracing unfamiliar subjects, and creating inclusive learning spaces.
Deep dives
Challenging the Introspective Approach to Beliefs
In this podcast episode, Stephen Block Schulman discusses the limitations of introspection when it comes to understanding our own beliefs. He argues that relying solely on introspection may not provide an accurate representation of what we truly believe. Schulman introduces the concept of 'reveal belief,' which involves examining our beliefs through our actions rather than relying on self-reported beliefs. He highlights the importance of students critically evaluating their beliefs, not based on what they want to believe, but through engaging in activities that reveal their beliefs. Schulman shares a classroom activity where students make decisions collectively and reveals the assumptions they make about democracy and collective decision-making. Overall, Schulman challenges the traditional approach of asking students what their beliefs are, emphasizing the significance of uncovering beliefs through actions and critical examination.
Embracing Humility and Unfamiliarity as Teachers
Schulman emphasizes the importance of humility as educators, sharing his own experiences and encouraging teachers to acknowledge their own privileges and limitations. He suggests teaching topics that teachers may not be experts in and creating opportunities for students to share their expertise. Schulman discusses teaching a rap class as an example of embracing unfamiliarity, where he learns from students who are passionate about rap music and creates a collaborative learning environment. By being transparent about our own identities and embracing unfamiliar subjects, teachers can foster meaningful connections with students and create inclusive learning spaces.
Uncovering Revealed Beliefs through Activities
Schulman shares a pedagogical approach of designing activities that allow students to reveal their beliefs without explicitly stating them. He describes an activity where students make decisions as a group, revealing their assumptions about collective decision-making and democracy. By examining the process and assumptions behind these decisions, teachers can engage students in critical reflection and uncover their underlying beliefs. Schulman notes the importance of repeating these activities throughout the semester to observe any changes in students' revealed beliefs and to reinforce reflection on their assumptions.
Engaging Public Projects and Open Classes
Schulman suggests incorporating public projects and open classes into teaching to encourage student engagement. Public projects involve students creating final projects that they are proud to share with others, fostering a sense of ownership and motivation. Open classes, on the other hand, involve shifting class times to invite broader participation from faculty, staff, and friends. Schulman highlights the value of creating opportunities for students to lead conversations and engage with participants beyond the classroom. These practices can enhance students' connection to the subject matter and foster a sense of community and collaboration.
Stephen Bloch-Schulman talks about teaching through experiences on episode 491 of the Teaching in Higher Ed podcast.
Quotes from the episode
When students tell me what they think their beliefs are, what I’m hearing is what they wish they believe, not what they believe.
-Stephen Bloch-Schulman
I think what we’re doing when we’re talking about beliefs is often just naming how we wish we were.
-Stephen Bloch-Schulman