期刊名称：The Councilor: A Journal of the Social Studies
印刷版ISSN：1056-0335
出版年度：2013
卷号：74
期号：2
语种：English
出版社：Illinois Council for the Social Studies
摘要：Processes of becoming know no disciplines. And yet professors cannot teach without first absorbing the priorities and protocols of a discipline. This means that we have to be attuned to the ways in which our teaching of persons gets usurped by the teaching of a body of knowledge or a method of knowing that is only tangentially connected to where students are. K-12 teachers understand this better than university and college professors. This article suggests professors experiment with the idea of a "defense of teaching," which would be a moment to articulate one's teaching aims apart from one's disciplinary and career goals.
