We can only claim to be professionals in any field when we adroitly communicate the language of our skill or calling or vocation with simplicity such that any layman will understand and be inspired or empowered to take the corresponding action.Hiworks
Until knowledge is applied adroitly by most of the students, a professional capacity for teaching must be questioned. If more than 30% of the class fail a subject, the style and depth of teaching need examining by the school board, I do not care if the lecture is a Nobel prize winner.
We need to also be clear that it is not all researchers that can teach; some are just better kept in the laboratory.Hiworks
While lecturing might be distinct from teaching in terms of approach to impartation of knowledge, the common denominator to both is impartation of knowledge. In my candid opinion, which I think is what your article wants addressed, that common denominator is obviously lacking, particularly in our public school system today, across board.
ReplyDeleteIt doesn't matter what their title was, we all remember with nostalgia how we were endeared to those who, with a tangible and contagious passion, really imparted knowledge to us. Whether they were kindergarten nannies, Sunday school teachers, or professors, it didn't make any difference. Nomenclature and title should therefore not take away proper and effective impartation of knowledge. Period!