Students and Teachers Thinking about the Educated Person

The educated person question has a long history and a worldwide context. Ideas from ancient civilizations, from inside and outside the realm of Western Civilization, and from many corners of American society, particularly since 1945, should be part of any background agenda. It’s well to remember, too, that many groups throughout the world have yet to produce writings that directly address the educated person question. These groups have things of importance to say, and sometimes we can find their views on the educated person embedded in larger works and oral traditions.

General Questions for Students and Teachers

1. Why should the educated person question be of significance to students, teachers, and others involved in higher education? What is lost by not engaging in discussion?

2. Is it possible, or necessary, to find a common agreement about what is an educated person in today’s world?

3. Why are the perspectives of women and minority groups difficult to find in the literature? What are the unique perspectives and issues these groups can bring to the discussion?

4. What are some of the changes and issues (e.g., technological, economic, cultural, political) that can influence definitions of the educated person? Are there local conditions that should factor into discussions?

5. How divergent are the views of those who consider the educated person in modern society? Or does the search for answers proceed within a framework or consensus about aims and values?

6. How would the ancient and classic thinkers about the educated person differ or agree with modern American views? What would be the reactions of persons from other nations and cultures?

7. How can discussions of the educated person translate into specific goals for a college education? For students selecting courses and other learning experiences? For teaching and assessing teaching effectiveness? General and liberal education requirements?

8. What are the factors and experiences outside of the traditional college classroom and campus environment that contribute to the making of an educated person? How can these factors and experiences be taken into account and articulated with reference to the educated person? Does everyone have to follow the same path to becoming an educated person?

9. How, exactly, does professional/technical experience and study contribute to the making of an educated person?

10. How does discussion of the educated person question connect with evaluating a college education experience and articulating the value of that experience to others?

11. (Teachers) What is the role of departments and specific program areas in helping students answer the educated person question? What is the role of individual faculty members?

12. At this point, how do you answer the question, “What is an educated person?” Can you pinpoint some specific understandings, skills, and characteristics that fit with your definition of an educated person?

Making Connections

Take the answers you have given in response to question #12 above.

A. (Students) What connections are there between your ideas about the educated person (important understandings, skills, and characteristics) and the academic choices you make as a student?

B.  (Teachers) What connections are there between your ideas about the educated person and what you do as a teacher and advisor?

Ideas for Teachers

Based on the connections you have identified between the educated person and what you do as a teacher and advisor, how might the educated person question help form projects at your institution designed to enhance undergraduate education? (For example, let’s say you think an educated person should possess effective communication skills and specifically, to be able to write with “fluency and precision” for a variety of audiences. Would the development of an educated person essay assignment for an introductory course be a good project? Could such essays serve as advising documents or capstone assignments?)

Another exercise for faculty might be to focus on the question: "What is an Educated Teacher?" Take a look at the next two charts and fill in the blanks. Then, think about how you could apply your answers to an improvement of teaching initiative. We can all make some improvements. Right?

                                           

                              The Educated Teacher

1. If you were to define an “educated teacher” . . . which understandings, skills, and characteristics 
would you use from your list for the educated person?

Understandings	Skills	Characteristics

2. What are some of the understandings (or knowledge-theory) about teaching and learning the 
educated teacher should know?

Teacher Knowledge

Example:  knowledge is constructed, not received

3. What are some of the specific skills you would identify as essential for successful teaching and 
learning?

Teaching Skills

Example: listening

4. Who are the best teachers you know? What traits and sensibilities mark their success as teachers?

Best Teachers: Traits and Sensibilities

Example: My undergraduate ethics professor “provoked” his students to find their own answers to difficult issues and problems

5. What are some of the key techniques and strategies for successful teaching and learning at the 
college level?

Teaching Techniques and Strategies

Example: use of grading rubrics for assignments

THE EDUCATED TEACHER

Based on the listings you have constructed on the previous page, please list the three-four most important understandings, skills, characteristics, and strategies/techniques that help define the educated teacher.

Understandings (the knowledge base of teaching & learning)	Skills	Characteristics (Qualities, traits, sensibilities of the best teachers)	Techniques/Strategies
Examples:
Different people learn in different ways; learning is constructed, not received	Classroom management; listening	Provokes students to find their own solutions to issues and problems; gains a learning commitment from students	Critical questioning; grading rubrics