Deep learning requires appreciating difficulty rather than chasing good feelings in the classroom.

Evidence

But in reconceptualizing engaged pedagogy I had to realize that our purpose here isn’t really to feel good. Maybe we enjoy certain classes, but it will usually be difficult. We have to learn how to appreciate difficulty, too, as a stage in intellectual development. Or accept that that cozy, good feeling may at times block the possibility of giving students space to feel that there is integrity to be found in grappling with difficult material, whether that material comes from confessional narratives, books, or discussions. — bell hooks, Teaching to Transgress, 300

Categorization

• SEED: Angle: why professor evaluation systems and the ‘good teacher’ feeling may be structurally opposed to real student learning.
• XREF: Connects to hooks’ critique of the banking model of education as teaching-as-pleasing, and to the pedagogy-vs-affect literature. — connects to: Deep Listening grows through repeated process training rather than one-time instruction. — Pauline Oliveros, Deep Listening, 98; Attention extraction thrives on gratifications we must relearn to want against — The Friends of Attention, Attensity!: A Manifesto of the…, 346; Hidden biases can be corrected by training attention, not by adjusting conditions — Jenny Odell, How to Do Nothing: Resisting the…, 394 (+3 more)

Broader Connections

• Attention extraction thrives on gratifications we must relearn to want against #expands (0.78) — The Friends of Attention, Attensity!, 346
• Knowing in fragments and listening without mastery can be legitimate ways of learning #qualifies (0.76) — bell hooks, Teaching to Transgress, 347
• Deep Listening grows through repeated process training rather than one-time instruction. #corroborates (0.75) — Pauline Oliveros, Deep Listening, 98
• End-goal-only rewards make learning impractically slow #expands (0.74) — Brian Christian, The Alignment Problem, 672
• Hidden biases can be corrected by training attention, not by adjusting conditions #qualifies (0.73) — Jenny Odell, How to Do Nothing, 394
• Intensive learning physically rewires brain structure and perceptual habits. #expands (0.72)