This essay takes issue with Alasdair MacIntyre’s denial that teaching is a practice. It does so less by appeal to MacIntyre’s concept of practice than by criticism of his conception of teaching. It argues that this conception, as reconstructed from adversions to teaching in a range of his writings, does less than justice to what good teachers accomplish; and that, if this inadequacy is rectified—as much else in his writings suggests that it ought to be—there are clearer grounds for acknowledging (...) teaching as a practice. (shrink)

This discussion begins from the dilemma, posed in some earlier writing by Alasdair MacIntyre, that education is essential but also, in current economic and cultural conditions, impossible. The potential for resolving this dilemma through appeal to ‘practice’, ‘narrative unity’, and ‘tradition’(three core concepts in After Virtue and later writings) is then examined. The discussion also explores the relationship of education to the modern state and the power of a liberal education to create an ‘educated public’ very different in character from (...) the electorates of contemporary democratic regimes. It concludes with some remarks on the role of education in combating prejudice against certain kinds of human difference. (shrink)

Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ (...) would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. (shrink)

Student Learning Outcomes are increasingly de rigueur in US higher education. Usually defined as statements of what students will be able to measurably demonstrate upon completing a course or program, proponents argue that they are essential to objective assessment and quality assurance. Critics contend that Student Learning Outcomes are a misguided attempt to apply corporate quality enhancement schemes to higher education. It is not clear whether faculty should embrace or reject Student Learning Outcomes. With sincere apologies to Plato, this dialogue (...) explores arguments for and against their use. (shrink)