{"id":39453,"date":"2017-06-20T18:06:58","date_gmt":"2017-06-21T01:06:58","guid":{"rendered":"http:\/\/world.edu\/?p=39453"},"modified":"2017-06-20T18:06:59","modified_gmt":"2017-06-21T01:06:59","slug":"why-and-how-to-teach-very-differently","status":"publish","type":"post","link":"https:\/\/world.edu\/why-and-how-to-teach-very-differently\/","title":{"rendered":"Why and how to teach very differently"},"content":{"rendered":"<p><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Depuis quelques ann\u00e9es, par de nombreux billets successifs, j\u2019ai consid\u00e9r\u00e9 la question de ce que j\u2019ai d\u00e9cid\u00e9 de ne nommer d\u00e9sormais que \u00ab les \u00e9tudes sup\u00e9rieures \u00bb.\"><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-39454\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/06\/mathsconcept.jpeg\" alt=\"\" width=\"679\" height=\"373\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2017\/06\/mathsconcept.jpeg 679w, https:\/\/world.edu\/wp-content\/uploads\/2017\/06\/mathsconcept-250x137.jpeg 250w\" sizes=\"(max-width: 679px) 100vw, 679px\" \/><\/span><\/span><\/p>\n<p><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Depuis quelques ann\u00e9es, par de nombreux billets successifs, j\u2019ai consid\u00e9r\u00e9 la question de ce que j\u2019ai d\u00e9cid\u00e9 de ne nommer d\u00e9sormais que \u00ab les \u00e9tudes sup\u00e9rieures \u00bb.\">For several years now, by <a href=\"http:\/\/hervethis.blogspot.com.au\/\">many successive notes<\/a>, I have considered the question of what I have decided to name now only &#8220;higher education&#8221;. <\/span><span title=\"Cette petite pr\u00e9caution oratoire est en r\u00e9alit\u00e9 lourde de sens, puisqu\u2019elle est \u00e0 la base de l\u2019ensemble de mon raisonnement expos\u00e9 ci-dessous.\">This little oratorical precaution is really meaningful, since it forms the basis of the whole of my reasoning set out below. <\/span><span title=\"Je ne dis pas \u00ab enseignement \u00bb, je ne dis pas \u00ab instruction \u00bb, je ne dis pas \u00ab \u00e9ducation \u00bb, mais je dis \u00ab \u00e9tude \u00bb, en me r\u00e9servant pour plus tard le soin de distinguer les connaissances et les comp\u00e9tences, et je me\">I am not saying &#8220;education&#8221;, I am not saying &#8220;education&#8221;, I am not saying &#8220;education&#8221;, but I say &#8220;study&#8221;, reserving for myself the task of distinguishing knowledge and skills, <\/span><span title=\"focalise sur une id\u00e9e tout \u00e0 fait essentielle, \u00e0 savoir que, en ce qui concerne la fonction de transmission, la question de l'universit\u00e9 (au sens large) n'est pas d'enseigner (pour les enseignants), mais d'apprendre\">Focuses on a very essential idea, namely that, as far as the transmission function is concerned,<strong> the question of the university (in the broad sense) is not to teach (for teachers), but to learn <\/strong><\/span><span title=\", pour les \u00e9tudiants.\n\n\"><strong>, for students.<\/strong><\/p>\n<p><\/span><span title=\"Historiquement les professeurs, les pr\u00e9parateurs, les enseignants, les enseignants-chercheurs, les ma\u00eetres de conf\u00e9rence, etc.\">Historically, professors, preparers, teachers, teacher-researchers, lecturers, etc. <\/span><span title=\"ont \u00e9t\u00e9 au centre du dispositif universitaire, et l'on avait avec l'universit\u00e9 un moyen un peu artisanal, un peu bricol\u00e9, d'assurer un groupe de missions parfois tr\u00e8s disparates, o\u00f9 l'\u00e9tude des \u00ab confirm\u00e9s \u00bb, notamment la recherche\">Were at the center of the academic system, and the university had a somewhat artisanal and somewhat tinkered way of ensuring a group of missions, sometimes very disparate, where the study of &#8220;confirmed&#8221; researchers <\/span><span title=\"scientifique, \u00e9tait essentielle.\">Was essential. <\/span><span title=\"On avait l\u00e0 un moyen de payer quelques \u00ab professeurs \u00bb, qui pouvaient faire leur recherche, tout en p\u00e9rennisant le savoir produit.\n\n\">There was a way of paying some &#8220;professors&#8221; who could do their research, while perpetuating the knowledge produced.<\/p>\n<p><\/span><span title=\"Pour le philosophe am\u00e9ricain Charles Sanders Peirce (1839-1914) l\u2019universit\u00e9 est\n\n\u00a0\u00a0\u00a0\u00a0\">For the American philosopher <a href=\"https:\/\/www.cairn.info\/article.php?ID_ARTICLE=DBU_DELED_1998_01_0121\">Charles Sanders Peirce<\/a> (1839-1914) the university is<\/p>\n<p><\/span><span title=\"\u00ab une association d\u2019hommes [\u2026] dot\u00e9e et privil\u00e9gi\u00e9e par l\u2019\u00c9tat, en sorte que le peuple puisse recevoir une formation intellectuelle et que les probl\u00e8mes th\u00e9oriques qui surgissent au cours du d\u00e9veloppement de la civilisation puissent \u00eatre r\u00e9solus \u00bb.\n\n\"><em>&#8220;An association of men &#8230; endowed and privileged by the State, so that the people can receive intellectual formation and that the theoretical problems which arise during the development of civilization can be solved&#8221;.<\/em><\/p>\n<p><\/span><span title=\"L\u2019augmentation consid\u00e9rable du nombre d\u2019\u00e9tudiants, dans les derni\u00e8res d\u00e9cennies, a conduit \u00e0 des impasses, et, surtout, \u00e0 la n\u00e9cessit\u00e9 aujourd\u2019hui claire de r\u00e9nover l\u2019ensemble du dispositif universitaire.\n\n\">The considerable increase in the number of students in recent decades has led to dead ends and, above all, to the now clear need to renovate the university system as a whole.<\/p>\n<p><\/span><span title=\"Commen\u00e7ons par observer que, malgr\u00e9 quelques modes (\u00ab p\u00e9dagogie invers\u00e9e \u00bb, etc.), les enseignants ont, pour beaucoup, voulu \u00ab enseigner \u00bb : ce qui \u00e9tait devenu le nom de leur profession d\u00e9finissait leur mission, et ces personnes, avec beaucoup de\">Let us begin by observing that, in spite of some modes (&#8220;reverse pedagogy&#8221;, etc.), teachers have for many wanted to &#8220;teach&#8221;: what had become the name of their profession defined their mission, and these people <\/span><span title=\"conscience professionnelle, rev\u00eataient les habits qui leur avaient \u00e9t\u00e9 tendus.\n\n\">Consciousness, donned the clothes that had been stretched out to them.<\/p>\n<p><\/span><span title=\"On comprend que l\u2019on ait s\u00e9lectionn\u00e9, pour le corps professoral, des individus qui sont \u00e0 la pointe de la recherche : c\u2019est la garantie que le savoir dispens\u00e9 ne sera pas p\u00e9rim\u00e9, qu\u2019il sera sans cesse r\u00e9nov\u00e9.\">It is understandable that individuals who are at the forefront of research have been selected for the faculty. This is the guarantee that the knowledge provided will not be out of date, that it will be constantly renovated. <\/span><span title=\"Pour autant, la question n\u2019est pas de mettre un scientifique dans un amphith\u00e9\u00e2tre face \u00e0 des groupes d\u2019\u00e9tudiants plus ou moins nombreux, plus ou moins attentifs.\">However, the question is not to put a scientist in an amphitheater in front of groups of students more or less numerous, more or less attentive. <\/span><span title=\"Cela, c\u2019est le moyen, mais seul compte l\u2019objectif : que les \u00e9tudiants \u00e9tudient, qu\u2019ils apprennent, qu\u2019ils obtiennent des connaissances et des comp\u00e9tences\u2026 p\u00e9rennes et utiles.\n\">This is the means, but only the objective: that students study, that they learn, that they obtain knowledge and skills &#8230; perennial and useful.<br \/>\n<\/span><\/span><\/p>\n<p><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Connaissances ou comp\u00e9tences\n\n\"><strong>Knowledge or skills<\/strong><\/p>\n<p><\/span><span title=\"Avec de nombreux autres billets, j\u2019ai montr\u00e9 ce que tout le monde sait, \u00e0 savoir que les notions apprises en premi\u00e8re ann\u00e9e de licence sont souvent oubli\u00e9es en troisi\u00e8me ann\u00e9e pour la majorit\u00e9 des \u00e9tudiants.\">With many other tickets, I showed what everyone knows, that the notions learned in the first year of license are often forgotten in the third year for the majority of students. <\/span><span title=\"(La preuve ? Je l'ai avec la majorit\u00e9 des \u00e9tudiants qui viennent en stage et qui, en confiance, l'admettent ; d'ailleurs, souvent, ce n'est pas les ann\u00e9es qui sont le cap de l'oubli, mais\">(The proof is that I have it with the majority of the students who come to the seminary and who, confidently, admit it, and often it is not the years that are the point of forgetting but <\/span><span title=\"le partiel particulier o\u00f9 l'on teste ces acquisitions.) \u00c0 quoi bon avoir appris, alors ?\">The particular partial where these acquisitions are tested.) What good is it to have learned, then? <\/span><span title=\"On sait aussi que trop souvent, les \u00e9tudiants \u2013 et peut-\u00eatre nous-m\u00eames \u2013 se limitent aux connaissances, au lieu d\u2019aller jusqu\u2019\u00e0 l\u2019acquisition de comp\u00e9tences.\">It is also known that too often students &#8211; and perhaps ourselves &#8211; are limited to knowledge rather than skills. <\/span><span title=\"\u00c0 quoi bon ?\">What&#8217;s the point ? <\/span><span title=\"On sait que nos amphith\u00e9\u00e2tres contiennent une proportion d\u2019\u00e9tudiants qui viennent aussi \u2013 ou ne viennent d\u2019ailleurs pas \u2013 se socialiser.\">We know that our amphitheatres contain a proportion of students who also come &#8211; or do not come from elsewhere &#8211; to socialize.<\/span><\/span><\/p>\n<p><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Pourquoi pas, mais j\u2019ai une id\u00e9e de l\u2019universit\u00e9 qui vaut mieux que ce qu\u2019elle supporte aujourd\u2019hui, en raison de la massification des \u00e9tudes sup\u00e9rieures.\">Why not, but I have an idea of \u200b\u200bthe university that is better than what it supports today, due to the massification of higher education. <\/span><span title=\"Et je crois voir qu'une partie des maux de l'universit\u00e9 d\u00e9coule de ce que les \u00e9tudiants ne sont pas au centre du dispositif, parce que l'on veut \u00ab enseigner \u00bb et que, ce faisant, on donne trop de poids aux \u00ab\">And I believe that part of the ills of the university stems from the fact that students are not at the center of the system because they want to &#8220;teach&#8221; and in so doing give too much weight to &#8221; <\/span><span title=\"enseignants \u00bb.\n\n\">Teachers &#8220;.<\/p>\n<p><\/span><span title=\"Je maintiens absolument que la question n'est pas d'enseigner, pour les enseignants, mais d'apprendre pour les \u00e9tudiants, et je r\u00e9cuse absolument la terminologie d'\u00ab enseignant-chercheur, \u00bb par cons\u00e9quent, en rappelant que les participes pr\u00e9sents sont\">I maintain absolutely that the issue is not teaching teachers, but learning for students, and I absolutely disagree with the terminology of &#8220;teacher-researcher&#8221;, therefore, recalling that the participles present are <\/span><span title=\"le plus souvent des in\u00e9l\u00e9gances linguistiques : enseignant, apprenant, sachant, actant, faisant\u2026\n\n\">Most often linguistic inegances: teacher, learner, knowing, actant, doing &#8230;<\/p>\n<p><\/span><span title=\"Je propose tr\u00e8s \u00e9nergiquement de revenir au terme de \u00ab professeur \u00bb, qui, \u00e9tymologiquement, signifie \u00ab qui parle devant \u00bb.\">I propose very forcefully to return to the term &#8220;professor,&#8221; which, etymologically, means &#8220;who speaks before&#8221;. <\/span><span title=\"Qui parle pour dire quoi ?\">Who speaks to say what? <\/span><span title=\"Voil\u00e0 la bonne question, \u00e0 laquelle je propose de r\u00e9pondre par l\u2019aphorisme de notre bon Jean de la Fontaine : \u00ab En toute chose il faut consid\u00e9rer la fin \u00bb.\">This is the right question, to which I propose to reply by the aphorism of our good Jean de la Fontaine: &#8220;In all things we must consider the end&#8221;. <\/span><span title=\"Et pour les \u00e9tudiants, la fin, ce sont des comp\u00e9tences qui leur donneront un m\u00e9tier, ces comp\u00e9tences qui en feront de belles personnes \u00ab capables \u00bb, de bons citoyens, soucieux notamment du bien collectif, national, international, parce que ce seront de bons\">And for students, the end, these are skills that will give them a job, these skills that will make them &#8220;capable&#8221; good people, good citizens, concerned about the collective good, national, international, because they will be good <\/span><span title=\"professionnels, responsables.\n\n\">Professional, responsible.<\/p>\n<p><\/span><span title=\"Toutefois il s\u2019agit moins de critiquer que de faire un constat.\">However, it is less a question of criticism than of making an observation. <\/span><span title=\"Par exemple, il faut constater que les \u00e9tudiants confient leur avenir \u00e0 l\u2019universit\u00e9, \u00e0 des professeurs, ce que je crois \u00eatre une grande imprudence, vu la fa\u00e7on dont nous r\u00e9pondons \u00e0 leur demande ;\">For example, students have to confide their future to the university, to professors, which I think is a great carelessness, given the way we respond to their requests; <\/span><span title=\"c\u2019est aussi une paresse de leur part, parce qu\u2019ils feraient mieux de prendre leur destin en main, au lieu de se reposer seulement sur l\u2019universit\u00e9.\n\n\">It is also a laziness on their part, because they would rather take their destiny in their own hands, instead of resting only on the university.<\/p>\n<p><\/span><span title=\"Les \u00e9tudiants doivent apprendre, les professeurs enseigner\"><span class=\"\">The solution ?<\/span> <span class=\"\">We must put students in a position of responsibility, and put an end to the class-like game of opposing good students and bastards of professors, lazy students and virtuous teachers, depending on where we are in<\/span> <span class=\"\">find<\/span><span class=\"\">.<\/span><\/span><\/span><\/p>\n<p><strong><span id=\"result_box\" class=\"short_text\" lang=\"en\"><span class=\"\">Students must learn, teachers teach<\/span><\/span><\/strong><\/p>\n<div id=\"gt-res-content\">\n<div id=\"gt-res-dir-ctr\" class=\"trans-verified-button-small\" dir=\"ltr\"><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Les \u00e9tudiants doivent donc apprendre.\">Students must therefore learn. <\/span><span title=\"Que devient alors le r\u00f4le du professeur, si ce n\u2019est plus d\u2019enseigner ?\">What then becomes of the role of the teacher, if not more of teaching? <\/span><span title=\"Je propose de bien distinguer, dans le discours professoral classique, les valeurs, les notions et concepts, les m\u00e9thodes, les informations, et les anecdotes.\">I propose to distinguish, in classical professorial speech, values, notions and concepts, methods, information, and anecdotes. <\/span><span title=\"Peut-on imaginer que toutes ces cat\u00e9gories soient apprises, et non transmises oralement ?\">Can we imagine that all these categories are learned and not transmitted orally? <\/span><span title=\"Pourquoi pas\u2026\n\n\">Why not\u2026<\/p>\n<p><\/span><span title=\"Cela \u00e9tant, les professeurs restent certainement ceux qui, dialoguant avec les \u00e9tudiants, sont capables de bien identifier les connaissances et comp\u00e9tences utiles \u00e0 des projets professionnels particuliers, afin de guider les \u00e9tudiants vers l\u2019apprentissage de ces connaissances et comp\u00e9tences sp\u00e9cifiques, personnelles ;\">However, professors are certainly those who, in dialogue with students, are able to clearly identify the knowledge and skills needed for specific professional projects, in order to guide students towards the learning of this specific, personal knowledge and skills; <\/span><span title=\"il y a l\u00e0 une forme de tutorat, ce qu\u2019avait bien identifi\u00e9 Pierre-Gilles de Gennes, quand il avait r\u00e9nov\u00e9 les \u00e9tudes \u00e0 l\u2019\u00c9cole sup\u00e9rieure de physique et de chimie de Paris.\">There is a form of tutoring, which P<a href=\"https:\/\/fr.wikipedia.org\/wiki\/Pierre-Gilles_de_Gennes\">ierre-Gilles de Gennes<\/a> had clearly identified when he renovated his studies at the Ecole Sup\u00e9rieure de Physique et de Chimie de Paris. <\/span><span title=\"Certainement aussi, les enseignants peuvent avoir la mission de faire briller les yeux, de sorte que les \u00e9tudes faites ensuite en autonomie soient du plaisir, et non des punitions.\n\n\">Certainly, too, teachers can have the mission to make their eyes shine, so that the studies that are then carried out independently are fun, not punishments.<\/p>\n<p><\/span><span title=\"Il semble utile qu\u2019ils restent pr\u00e9sents, disponibles pour r\u00e9pondre \u00e0 des questions que les \u00e9tudiants se posent lors des apprentissages que ces derniers font en autonomie.\">It seems useful that they remain present, available to answer questions that the students arise during the learning that the latter do in autonomy. <\/span><span title=\"Parce que les professeurs ont une mission de recherche scientifique, ils sont garant de la modernit\u00e9 des \u00e9tudes qui sont faites.\">Because the professors have a mission of scientific research, they are guarantor of the modernity of the studies that are made. <\/span><span title=\"Ce sont certainement ceux qui doivent orchestrer la transformation de connaissances en comp\u00e9tences.\">They are certainly those who have to orchestrate the transformation of knowledge into skills. <\/span><span title=\"Et ils sont \u00e9videmment les garants de l\u2019attribution de dipl\u00f4mes qui reconnaissent lesdites comp\u00e9tences.\n\n\">And they are of course the guarantors of the award of diplomas that recognize these skills.<\/p>\n<p><\/span><span title=\"Mais, je le r\u00e9p\u00e8te, la question des \u00e9tudes sup\u00e9rieures, ce n\u2019est pas l\u2019enseignement, mais l\u2019\u00e9tude, l\u2019apprentissage.\">But, I repeat, the question of higher education is not teaching, but learning, learning. <\/span><span title=\"Les \u00e9tudiants doivent \u00eatre au centre du dispositif universitaire de fa\u00e7on absolue.\">Students must be at the center of the university system in an absolute way. <\/span><span title=\"Ils doivent \u00eatre mis en situation de responsabilit\u00e9 parfaite.\">They must be placed in a position of perfect responsibility. <\/span><span title=\"Nous devons les aider \u00e0 devenir automnes, et non pas les garder sous notre coupe, parce que nous aurions un minable go\u00fbt du pouvoir, une lamentable pr\u00e9tention au savoir\u2026 Nous devons donc r\u00e9viser l'ensemble des m\u00e9thodes d'\u00e9tude afin de cesser de faire\">We must help them become autumn, not keep them under our control, because we would have a pitiful taste for power, a lamentable claim to knowledge &#8230; We must therefore revise all the methods of study in order to stop doing <\/span><span title=\"semblant d'assurer nos missions.\">Seeming to ensure our missions.<\/span><\/span><\/div>\n<\/div>\n<div id=\"gt-res-tools\"><\/div>\n<div id=\"gt-form-c\">\n<form id=\"gt-form\" action=\"\/\" enctype=\"application\/x-www-form-urlencoded\" method=\"post\" name=\"text_form\">\n<div id=\"gt-text-all\">\n<div id=\"gt-main\">\n<div id=\"gt-text-c\">\n<div id=\"gt-text-top\"><strong>\u00a0<span id=\"result_box\" class=\"short_text\" lang=\"en\"><span class=\"\">Collective Reflection<\/span><\/span><\/strong><\/div>\n<div><\/div>\n<div><span id=\"result_box\" class=\"\" lang=\"en\"><span title=\"Ici, on aurait tort de penser que je critique mes coll\u00e8gues, car je suis moi-m\u00eame l\u2019un d\u2019eux.\">Here, it would be wrong to think that I criticize my colleagues because I am one of them myself. <\/span><span title=\"Et c\u2019est donc bien plut\u00f4t une r\u00e9flexion collective que j\u2019appelle de mes v\u0153ux.\">And it is therefore rather a collective reflection that I call for my wishes. <\/span><span title=\"Nous avons assez jou\u00e9 \u00e0 pr\u00e9tendre que l\u2019enseignement \u00e9tait un art, dont les r\u00e9sultats ne pouvaient pas \u00eatre \u00e9valu\u00e9s.\">We have sufficiently pretended that teaching was an art, the results of which could not be evaluated. <\/span><span title=\"Les exp\u00e9riences, dans l\u2019enseignement du premier degr\u00e9, sur l\u2019enseignement de la lecture ont amplement mont\u00e9 la faillite des th\u00e9ories non \u00e9valu\u00e9es.\">The experiments in teaching of the first level on the teaching of reading have greatly increased the failure of un- evaluated theories. <\/span><span title=\"Nous devons \u00e9valuer quantitativement les r\u00e9sultats de nos dispositifs d\u2019\u00e9tudes sup\u00e9rieures, m\u00eame si cela est difficile parce que le mat\u00e9riau est l\u2019humain.\n\n\">We have to quantitatively evaluate the outcomes of our higher education systems, although this is difficult because the material is human.<\/p>\n<p><\/span><span title=\"Bien s\u00fbr, nous pouvons continuer \u00e0 privil\u00e9gier le recrutement de chercheurs de talent dont l'\u00ab enseignement \u00bb sera \u00e0 la fois secondaire et m\u00e9diocre et la recherche excellente, mais nous ne pouvons pas alors pr\u00e9tendre assurer correctement la mission d'encadrement des \u00e9tudiants, et\">Of course, we can continue to favor the recruitment of talented researchers whose &#8220;teaching&#8221; is both secondary and mediocre and the research excellent, but we can not then claim to properly ensure the mission of supervision of students, and <\/span><span title=\"nous nous mettrions dans une position fragile en poursuivant les pratiques anciennes.\">we would put ourselves in a fragile position by pursuing the old practices.<\/span><\/span><\/div>\n<div><\/div>\n<\/div>\n<\/div>\n<div><span id=\"result_box\" class=\"\" lang=\"en\"><span class=\"\">Our students would be able to reproach us for our intellectual laziness, our lack of imagination, our slowness to reform ourselves, to take advantage of digital technology to make the best of it.<\/span> <span class=\"\">I know that MOOC is developing, for example, but it is a detail.<\/span> <span class=\"\">It is the set of higher studies that I propose to discuss as openly as possible and on the basis of this postulate that the question is not for teachers to teach but for students to learn.<\/span><\/p>\n<p><span class=\"\">Obviously, it is necessary to discuss this postulate first.<\/span><\/span><\/div>\n<\/div>\n<div><\/div>\n<div><em><strong>Author Bio:<\/strong> <span class=\"fn author-name\">Herv\u00e9 This, vo Kientza is\u00a0<span id=\"result_box\" class=\"\" lang=\"en\"><span class=\"\">Physicochemist Inra, Director of the International Center for Molecular Gastronomy AgroParisTech-Inra\u00a0 at the Agro Paris Tech &#8211; Paris-Saclay University<\/span><\/span><\/span><\/em><\/p>\n<p class=\"role\">\n<\/div>\n<\/form>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>For several years now, by many successive notes, I have considered the question of what I have decided to name now only &#8220;higher education&#8221;. This little oratorical precaution is really meaningful, since it forms the basis of the whole of my reasoning set out below. I am not saying &#8220;education&#8221;, I am not saying &#8220;education&#8221;, [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/why-and-how-to-teach-very-differently\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":39454,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[92217],"coauthors":[11733],"class_list":["post-39453","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-knowledge-or-skills"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Why and how to teach very differently - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/why-and-how-to-teach-very-differently\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why and how to teach very differently - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"For several years now, by many successive notes, I have considered the question of what I have decided to name now only &#8220;higher education&#8221;. This little oratorical precaution is really meaningful, since it forms the basis of the whole of my reasoning set out below. 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