On the “Unknown” in Education Or: An Exercise in Socratic Teaching

There is nothing to be said against various and sundry teaching techniques, nor against a thorough discussion of objectives and content, nor against capably implemented methodical steps based on a well-thought-out lesson plan, nor against solid, specialized knowledge and skillfully mastered special techniques. Nevertheless... Didactic fitness constitutes only a part of the process of teaching and learning. This course deliberately focuses on the unknown and the unplanned as parameters of teaching processes. The ‘planned’ (!) exercises of this course will be able to develop their full effectiveness if we allow a state of not-knowing, an emptiness in our heads, that makes it impossible for us to be on the receiving end of any routine balls that tell us which methodological card we could draw next in the respective simulated ‘teaching’ situation. The lifebelts for our swimming exercises in unknown waters will be writings by various authors (above all Horst Rumpf) who encourage us to leave our emergency baggage on shore and endure the resultant supposed loss of assurance in order to encounter the unforeseen with both composure and attention. Our objective will be to let various parameters of ‘emptiness’ lead us to fruitful reflection and critical discussion of topical education issues.

Required reading

RUMPF, Horst: Belebungsversuche. Ausgrabungen gegen die Verödung der Lernkultur
Weinheim and Munich 1987