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Is tolerance really teaching?

Lisa G Rapaport1

  • 1Department of Biological Sciences,Clemson University,Clemson,SC 29634.lrapapo@clemson.eduhttp://www.clemson.edu/cafls/departments/biosci/faculty_staff/rapaport_l.html.

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Summary
This summary is machine-generated.

This study highlights the value of interdisciplinary approaches in understanding teaching. However, it argues against including passive information sharing in definitions of teaching to better focus on behaviors promoting learning.

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Area of Science:

  • Integrative science
  • Social sciences
  • Evolutionary biology

Background:

  • Defining teaching across disciplines presents challenges.
  • Existing frameworks may not fully capture the nuances of information transfer.

Purpose of the Study:

  • To evaluate an interdisciplinary framework for understanding teaching.
  • To refine the definition of teaching by focusing on active information dissemination.

Main Methods:

  • Analysis of an integrated scientific and social disciplinary framework.
  • Conceptual critique of the framework's components.

Main Results:

  • The integrated approach demonstrates value but lacks uniform clarity.
  • Inclusion of passive information tolerance in teaching definitions is problematic.
  • Active, learning-promoting behaviors are key to defining teaching.

Conclusions:

  • Refining the definition of teaching requires excluding passive tolerance.
  • Focusing on behaviors selected for promoting learning enhances clarity.
  • Interdisciplinary frameworks can be valuable but require careful construction.