- “Without intuitions, concepts would be empty; and without concepts, intuitions would be blind.” I find this very relevant in the approach of both teaching and learning. It somehow creates a parallel between emotional intelligence and knowledge; it makes me reflect on the two aspects and how they are balanced within academic practice and teaching, both working with students and/or debating with academic peers. Perhaps, the conflict of the two intelligences shapes a more beneficial and effective way of thinking and practicing as a lecturer and/or researcher.
“…the way in which the state makes use of its power…”. The related paragraph opens up thoughts that I am able to connect to think critically about the role of the teacher and the power that is present only in the very fact that one has the “knowledge and the rules” to develop a course, a lesson, a workshop. And so here, connecting to the concept of citizens in university (both teachers and learners), we can question the way that we design our teaching approach: can that be more participatory and more inclusive in the programme writing, in the delivery, in the flow of academic choices? Can this create a different kind of learning?
- We deliver intellectual conflict, thought crits, open reviews, participatory intervention. We deliver innovative conflict when we question our roles, when we play with the structure and we underline the fact that we all are learning within the academic context, every person in the university is learning at different levels and stages.