The Underpinning of Advanced Teaching.

One of the issues of advanced teaching methods is the inability of most people to understand them. The classic problem with devices like metaphors is people forgetting they are metaphors and taking a literal interpretation then claiming falsehood (Straw-man fallacy). In the battle of uncritical thinking demonstrated in the media the expression is attacked rather than the message it is desired to deliver. The same pattern happens with models where the model is not reality but a simplified map for practical purposes. Many scientific models have allowed development before being proved incorrect or superseded with more useful models. Seeing the model as a tool for certain purposes is valid but using one tool for all things is from the hammer school; seeing all things as nails.

Within teaching you are trying to get a person(s) from not knowing to knowing or not being able to do to being able to do. Applying knowledge and skills or combining them may also be an aim. Blooms taxonomy of learning is helpful as at the early stages you work on first basic skills and knowledge then combining skills tactically, reducing the effort needed for each stage. Still the simplest method is practice, practice, practice until the brain and body performs to required levels consistently. Higher levels of skills and knowledge can still be practised, but broken down skills need to be joined together and applied. Here applying complex real world models benefits from more advanced teaching methods. Business courses use case studies, real and manufactured to show things from different perspectives. We get to situations that have no right or wrong answer or answers including multiple options. This is where bureaucratic learning fails. The description of the difference between the real world and a map where an exact map would need to be the same size as the real world (not very pocket friendly). Trying to document everything is not just a distraction but a barrier to teaching and learning. In fact advanced learning involves more guidance and answering questions rather than direct teaching. People may be doing more as they are busy but not doing more towards learning aims.

Old Indian and Chinese teachings require personal dedication from the learner. Old literature has many interpretations that need reflecting on. Much cannot be understood until this has been done. It highlights the age old problem of finding a teacher. How do you know who is a good teacher? You are too ignorant to understand. This is where the learner needs good essential knowledge and skills. There are many books covering critical thinking skills. These include logic and also many logical mistakes people make. It is sometimes amazing to read literature from thousands of years ago covering the same material. Learning the difference between real knowledge and skill and imitators is part of Plato's (+ Socrates) dialogues. Here manipulation for one’s own purposes is criticized but also so are the human biases. These skills are particularly needed for advanced development.

Miscarriages of justice have occurred where the game in courts of regaling stories to convince, turn out to be factually incorrect. Baroness Kennedy once described on a radio programme about how the battle of stories in court appealed to her. Story telling is an ancient effective method of teaching but also of persuading. The story draws a person in with vivid descriptions and emotional attraction to snare the reader or listener. They are easy to remember as they follow chronology and life patterns. Now I have come across many stories that maybe dependent on taste take you away to a different place. The major point is great stories may not be true stories. They can be used as devices for many purposes (enjoyment is a good purpose) but when truth is required and reality required. The story needs to be identified as a tool (for a purpose) or truth. Here is where maths and logic lead to critical thinking.

A great story is a great story it may be true or false or an interpretation, knowing which, comes under critical thinking getting the right category. There is literature on courts getting the maths or logic wrong. Asking and answering the wrong questions. Now this situation is as dangerous as a politician with some statistics, anything could be claimed in the hope that the audience will believe the story. A classic logical error is cherry picking choosing some of the information or data and ignoring others. The failing attempt of tobacco companies regarding passive smoking where studies that show evidence of harm (the vast majority) were ignored for the handful that showed no harm. Of course another common error is to attack something when an opponent does it but defend it when your side does it. These are errors causing misunderstanding through stupidity, ignorance and artifice.

These are real world problems that advanced teaching address. The tools need to be used to encourage advanced skills and understanding. In the same way the teacher needs to have the skills and understanding of how to use and evaluate these tools. The other method of advanced teaching can be used with beginners to create learning faster and more efficiently through advanced methods. This is rare as the teacher's boss and 'superiors' (in pay and power) will not understand and put an end to it as soon as possible. I definitely lean to Socrates description of imitators of expertise using rhetoric and power rather than actual expertise.

To be able to be an advanced teacher takes time (10,000 hours!) and an environment that allows it to be possible. Having a system proscribing basic teaching that produces bureaucratic evidence does not allow this to develop. When the learners do not know and do not respect those that may know, then progress is stymied. Gaining personal respect, and proving competence is not based on teaching but the environment’s culture. Progress in the culture of education (promotion, hassle avoidance?) is favoured not developing teaching excellence (imitation not actual). Spending many hours in non-teaching activities detracts from teaching.