Teaching is continual reinterpretation rather than transmission of fixed content

Evidence

From which we derive the third principle, relating to a NECESSITY FOR INVENTION: the classroom only offers an ecosystem supportive of joint attention if it is the place of a process of collective invention in action. It is not only at the level of the university that we should speak of ‘teacher-researchers’. Even if the contents of a course in elementary geometry has, apparently, been fixed since Euclid, what is done in the classroom has a lot less to do with ‘transmission’ (modelled on the baton passed from hand to hand by relay runners) than with continual reinterpretation: even if the formulation of the theorems has hardly changed, in every group each learner comes to it with singular knowledge, imagination, sensitivity and attitude. — Yves Citton, The Ecology of Attention, 267

Categorization

• XREF: The baton-relay critique of transmission parallels ‘Manuscript-era readers could compile bespoke texts’ and the broader rejection of conduit models of communication. — connects to: Educational knowledge production requires co-intent participation rather than one-sided transmission — Paulo Freire, Pedagogy of the Oppressed, 176; Problem-posing content re-presents what learners already want to know, not what teachers deposit — Paulo Freire, Pedagogy of the Oppressed, 271; Intellectual practice is reproduced through teaching, not only through writing — Hall, Stuart, Essential Essays, Volume 1, 272 (+13 more)

Broader Connections

• Educational knowledge production requires co-intent participation rather than one-sided transmission #corroborates (0.95) — Paulo Freire, Pedagogy of the Oppressed, 176
• Cultural synthesis means educators learn with people rather than transmit anything #corroborates (0.92) — Paulo Freire, Pedagogy of the Oppressed, 579
• Problem-posing content re-presents what learners already want to know, not what teachers deposit #corroborates (0.88) — Paulo Freire, Pedagogy of the Oppressed, 271
• Objectivity in pedagogy does not require excluding learners from investigation. #corroborates (0.85) — Paulo Freire, Pedagogy of the Oppressed, 306
• Teacher thinking is only validated through students’ authentic thinking #corroborates (0.82) — Paulo Freire, Pedagogy of the Oppressed, 221
• Learners trained by banking education reflexively defer to the teacher even mid-dialogue #corroborates (0.80) — Paulo Freire, Pedagogy of the Oppressed, 156
• Intellectual practice is reproduced through teaching, not only through writing #responds-to (0.75) — Hall, Stuart, Essential Essays, Volume 1, 272