Hennie Lötter - Empowerment for Teaching Excellence Through Virtuous Agency
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- Book:Empowerment for Teaching Excellence Through Virtuous Agency
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This books offers new ways to think about teaching excellence in higher education and presents a definition of the concept of teaching excellence. It offers a fresh interpretation of Boyers famous account of scholarship as the foundation of university teaching. To fully understand the nature of teaching excellence in higher education, the book gives an account of the various dimensions of the domain of university teaching and the core drivers required to bring those domains to life. The idea of empowerment underlies the journey to excellence in teaching. The book argues that university lecturers aspiring to become excellent should be active agents, strongly pursuing the development of their perfectible abilities required for high quality teaching.
The work draws on recent developments in virtue theory to set out the qualities of character requisite for guiding and driving university lecturers to grow and develop into excellent teachers.Hennie Lötter: author's other books
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We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springers eBook Collection. In addition, Briefs are available for individual print and electronic purchase.
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I have written this book partially for myself. I simply want to understand, before I retire, what university faculty like me must do to become excellent at teaching.
I have written this book for my younger self [both my early career and mid-career selves]. I try to offer provisional answers to many of the questions I had both when I started my career and all along the way, up to now. Also, I want to inform my younger selves about questions they should have asked through many years of teaching.
I am also talking to my current self, as encouragement to take up some of these ideas in the final stages of my career. Maybe they will guide me in my search for the thus far elusive goal of becoming excellent at teaching.
I dedicate this book to all my colleagues at the University of Johannesburg who worked with me to improve our teaching. Colleagues in my department, our faculty, in other faculties, in teaching support divisions, members of both our teaching and higher degree committees, and the leaders who chaired them [Profs. Habib, Parekh, Marwala, and Sinha] deserve my deepest appreciation for what I could learn from them.
I also dedicate this book to all the students who had to face my teaching over many years, for everything they taught me about teaching.
The librarians at our university deserve special mention for finding me books on very short notice.
I appreciate the generous comments and constructive suggestions offered by the referees of this manuscript. I value the kind and generous co-operation of the Springer editor, Astrid Noordermeer.
I will never forget how excited I was when I first discovered the idea of intellectual virtues. Yes! I said. Those characteristics are exactly the ones I wish for my students (and for myself!). Who would not want to work with students who are conscientious, perseverant, attentive, curious, thorough, and responsible? I had similar feelings of excitement when I first read about intellectual vices. Who would not want students to get rid of intellectual habits like gullibility and cynicism? Who would not want them to stop forming beliefs by relying on untrustworthy sources or wishful thinking, while they ignore evidence contradicting to those beliefs and jump to conclusions?
If I wish for students with these characteristics, will students not also wish for lecturers with excellent qualities like those mentioned above? They surely would want to be taught by university faculty who are impartial and fair in their judgement, who are generous in sharing their knowledge and insight, and are humble enough to be open-minded, and thus willing also to listen to, and learn from, students.
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