"TEACH WHAT (IS THOUGHT TO BE) DISLIKED".
César Martín, Professor of Installations at School of Architecture of the University of Navarra
How does a teacher perceive that his/her subject is not interesting/attractive to his/her students?
In my case, I have twenty years of experience, of going through different subjects, of discussing them with other teachers, with my students, in informal interviews in the corridor... there are subjects that I like more, and others that I like less. A reality that I suppose is common to what happens in other Degrees.
In the video you say that it is essential that students get close to the "concept" to make them understand the importance and beauty of what they are learning. Do you think this is within the reach of all subjects?
I understand that yes, that all subjects have an essential core. Whether we are talking about speech, mathematics, law, medicine or the practices of laboratory, there will be essential parts without which the whole of subject cannot be understood.
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"The illusion is contagious, much more quickly than any coronavirus, and on top of that, it makes our lives happier". |
To what extent is it important to involve student in the development prior to these activities?
It is not that this conceptualisation of subject has to be done by 2, 4 or 10 teachers, but that those responsible for subject are clear about the concept. That is what is really difficult. If it is clear, it can be done by one person. By involving student? Yes, especially in the way the concept is communicated (class , laboratory, workshop...) but not in the concept itself to be learnt, whose responsibility - and I insist on the 'concept' of responsibility - lies with the team professor.
Is there a need for support from the university institution for this more exciting approach to knowledge to be generalised?
I answer with another question: would we want an institution without enthusiasm? Enthusiasm is contagious, much faster than any coronavirus, and on top of that, it makes our lives happier. In other words, the scenario of an excited institution with frustrated teachers and students is not real. And vice versa...
It seems clear that it has a very positive impact on student body. Is the same true for the teacher?
Twenty years of teaching... Either the teacher gets excited about what he or she is doing, or this would be terrible... And I personally think that the work that we have as researchers and teachers is a real gift.