“Teaching is seen as a duller, less valuable aspect of the academic profession”  20978

Long before a public ever recognized me as a thinker or writer, I was recognized in the classroom by students—seen by them as a teacher who worked hard to create a dynamic learning experience for all of us. Nowadays, I am recognized more for insurgent intellectual practice. Indeed, the academic public that I encounter at my lectures always shows surprise when I speak intimately and deeply about the classroom. That public seemed particularly surprised when I said that I was working on a collection of essays about teaching. This surprise is a sad reminder of the way teaching is seen as a duller, less valuable aspect of the academic profession. This perspective on teaching is a common one. Yet it must be challenged if we are to meet the needs of our students, if we are to restore to education and the classroom excitement about ideas and the will to learn.

There is a serious crisis in education. Students often do not want to learn and teachers do not want to teach … We cannot address this crisis if progressive critical thinkers and social critics act as though teaching is not a subject worthy of our regard.

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