An Argument For Show & Tell. Week Two of Teaching an Undergraduate Educational Philosophy Course

Sometimes I wonder what the flies on the wall have to say about my teaching and what I hope to accomplish with the students I'm fortunate to teach. I tell the students, if there's anything I want them to take from the pedagogy I present, it is the importance of community and seeing one another as human beings (I have my years at the J. Graham Brown School as ammunition for my philosophical decisions).

Yesterday's goals were to introduce the Jesuit Educational traditions, as well as a mission for doing something, actively, with what one knows.

Before I could get there, however, I still wanted to know more about the kids who are names on my roster and who come from a wide variety of backgrounds and educational experiences.

I am a stronger educator, I believe, if I know who they are and what they contribute to class discussions.

That is why, week two, I assigned my 21 students to bring in a collage of their existence: 10 items that they could name as influential to their identity - a show and tell of sorts. They wrote about their items, but I allowed time in class for them to do a museum walk of their classmates.

For me, I am able to put items and tokens into perspective of faces, to know a little more about each young person as an individual. For them, they are able to walk around, learn about others, and connect their humanity a little more.

I asked them, "Was this a normal college activity? Helpful?" They sort of grew quiet. I then asked, "Do you think that it's important for a faculty member to know what makes you who you are so they guide your educational experiences?"

It was sort of unanimous. Everyone likes to be seen and to understand the others in the room.

As I walked around and saw photographs, journals, books, jewelry, tokens from travel, important quotes, and talismans, I realized, "I am fortunate to have a window into the young people I teach."

We talked about Show & Tell, and how we came to the choices we made. We made connections with one another, realizing where we were similar and where we had differences.

I listened to my students justify their 10 items with one another and realized the pride they had with sharing pieces of who they are.

I also was able to say, "Do you think my decision to include such an activity...on a college campus in a class...is philosophically important?"

Ah, we then delved into the heavier reading. It takes time to build community and to allow every individual to see their part in one, but it, I believe, is the most important thing I do.