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Gotta say,as someone on the edge of a theological college at present[my spouse is in training], that I think that this is true in many ways. Trouble is that the curriculum is still being mo[u]lded by certain kinds of academic approaches which are not friendly to this. More's the pity. In fact it seems to me that it's got worse in the alst ten years along with the whole academic endeavour being eroded by monetising the wrong things and building inappropriate accountability structures ... whoops off on a rant, sorry I'll stop there. I've jut got "Play Ethic" the book , so looking forward to thinking this through a bit more.

steve collins

everything's been damaged by "monetising the wrong things and building inappropriate accountability structures"!

the academic approach needs to be recognised as a particular tool, which may not be appropriate for all uses. a sharp knife may cut very finely, but it's useless for dealing with a bowl of soup! [the academic approach is to freeze the soup first...]


Partly depends on what you want to count as 'academic', of course. My wife used to teach drama; she argues that it can be rigourous and academically exceeelnt BUT not if your definition of 'academic' is based on the study of history, for example.If it's about helping peole learn and pushing them to learn well and well-roundedly, fine. But if it's just teaching people to write papers and pass exams, not. It's just that it's easier to measure papers and exams. The real challenge in teaching is to focus on learning and doing the hard work of making sure that learning is appropriate and that we have appropriate means of assessment.

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