Teaching What We Do: Essays by Amherst College Facultyreviewed by Robert McCaughey - 1994
This slim book, with its straight-on
title, is the best antidote around to the miasma induced by the
recurrent and essentially wrong-headed debate about "teaching vs.
research." Not that that is what it is about-- directly. Except for
a few well-chosen jabs at those about who insist that scholarly
interests are harmful to the health of serious teachers in
President Peter Pouncey's "Foreword," the debate passes unjoined in
the twelve essays (including Pouncey's, on ancient history) making
up the book. "I might have gone on at some length," one essayist
allows, "about the mutually enhancing relationship I feel between
the teaching I do in class and the writing I do outside of it" (p.
142), but he does not. What he and his colleagues do go on about is
their teaching and we are all the better for that.
The initial effect of Teaching What We Do is to be struck by the
diversity of approaches to and definitions of effective teaching.
This effect flows... (preview truncated at 150 words.) Title:
Teaching What We Do: Essays by Amherst College FacultyAuthor(s):
Amherst Colllege FacultyPublisher:
John Wiley, New YorkISBN:
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