Reflection and commentary: what was I thinking, why did it seem like a good idea at the time, what worked, what didn’t, what would I do differently next time, et mea culpa cetera. Behind the scenes, reading between the lines, what lies before and under and over and after a course.
Behind a course, underneath its design, are fundamental questions. Essential, quintessential matters; pedagogical and existential. What’s the point of an assignment? Of assessment? Of a course? Of a university education in the literate humanities? Of learning? What are we doing? Who, where, when, how, why?
Here is some older writing from my main blog about teaching and learning and the point of it all.
Behind a course, underneath its design, are fundamental questions. Essential, quintessential matters; pedagogical and existential. What’s the point of an assignment? Of assessment? Of a course? Of a university education in the literate humanities? Of learning? What are we doing? Who, where, when, how, why?
Here is some older writing from my main blog, ten years’ attempts to think through assignments and assessment, or—”staying with the trouble”—at least to think at and around them.