1 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. 2 Some Questions.
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1Integration and Integrity in Academic EnquiryScholarship of Teaching and Learning (SOTL)SymposiumUniversity of Glasgow27th March 2008Stephen RowlandProfessor of Higher EducationInstitute of Education and University College London
2Some 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
3Some 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
‘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 . 4
5Aspects of academic enquiry Dialectical relationship between compliance and contestation
6Aspects of academic enquiry Dialectical relationship between compliance and contestation maintained by Intellectual love
7Contestation and Compliance 350 BC Plato’s Socrates learning is innate maieutic method critical dialogue exploration student centred reflective practice risky
8Contestation and Compliance 350 BC Plato’s SocratesIsocrates learning is innate socially determined maieutic method rhetorical method critical dialogue persuasion exploration instruction student centred the lecture reflective practice discipline risky predictable
9Contestation and Compliance • 427-347BC Plato • 1533-1592 Montaigne • 1679-1778 Rousseau • 1859-1952 Dewey all spoke out against those social forces that could not tolerate the risky and often subversive nature of exploration
11Contestation AND Compliance a context of enquiry gives the instructional or rhetorical performance significance for the learner
12Intellectual Love (1632-1677 Spinoza)
13Intellectual Love (1632-1677 Spinoza) implies • desire for more intimate knowledge • knowledge open to reinterpretation • knowledge is social, inclusive and, collaborative • desire to share knowledge
14Conclusions • 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
15Some 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?