Here’s the text from which I gave a talk to our Geography Department’s welcome lunch for new graduate students, postdocs, etc, at the start of this semester. The charge was to come up with something that would be relevant to everyone in the room, and would be funny. A previous speaker told lots of Ole and Lena jokes. So…
Thank you for inviting me to talk. When I was asked to talk to you, I was stumped about what to talk about, especially when told that previous speakers were humorous. It ruled out Philosophy as a subject, and, really, ruled out explaining the Laws of Cricket, which is my second go-to. Anyone want to know about the subsequent career paths of all the cast of The Love Boat? Or the history of the New Wave of British Heavy Metal? Or why I know anything about those subjects? No, I thought not.
So I thought I’d talk about something that you all should be thinking about right now, that is, teaching. You will all, or almost all, be teachers of some sort. Some will become professors, who teach graduate students and/or undergraduates and the general public. But every professional teaches – whether it is students, or clients, or co-workers, or mentees, or, sometimes, one’s supervisors. And typically, actual, well informed, high-quality, training in teaching is a low priority in research universities. So, I thought I’d talk about why it should be a higher priority, and how we could do it better (the training, and the teaching).
Since I am a philosopher, let’s start with one of my favourite sayings: “Teaching’s not exactly brain surgery, is it?”. The declarative phrase in that sentence is true. And there is some good news, but also some bad news, in its truth.