St.augustine - Teaching Philosophy

Teaching Philosophy

Augustine is considered an influential figure in the history of education. A work early in Augustine's writings is De Magistro (the Teacher), which contains insights about education. However, his ideas changed as he found better directions or better ways of expressing his ideas. In the last years of his life Saint Augustine wrote his "Retractationes", reviewing his writings and improving specific texts. Henry Chadwick believes an accurate translation of "retractationes" may be "reconsiderations". Reconsiderations can be seen as an overarching theme of the way Saint Augustine learned. Augustine's understanding of the search for understanding/meaning/truth as a restless journey leaves room for doubt, development and change.

Gary N. McCloskey finds four "encounters of learning" in Augustine's approach to education: Through Transforming Experiences; as a Journey in Search of Understanding/Meaning/Truth; Learning with Others in Community; and Building the Habits (Love) of Learning. His emphasis on the importance of community as a means of learning distinguishes his pedagogy from some others. Augustine believed that dialogue/dialectic/discussion is the best means for learning, and this method should serve as a model for learning encounters between teachers and students. Saint Augustine’s dialogue writings model the need for lively interactive dialogue among learners.

He introduced the theory of three different categories of students, and instructed teachers to adapt their teaching styles to each student's individual learning style. The three different kinds of students are: the student who has been well-educated by knowledgeable teachers; the student who has had no education; and the student who has had a poor education, but believes himself to be well-educated. If a student has been well educated in a wide variety of subjects, the teacher must be careful not to repeat what they have already learned, but to challenge the student with material which they do not yet know thoroughly. With the student who has had no education, the teacher must be patient, willing to repeat things until the student understands, and sympathetic. Perhaps the most difficult student, however, is the one with an inferior education who believes he understands something when he does not. Augustine stressed the importance of showing this type of student the difference between "having words and having understanding," and of helping the student to remain humble with his acquisition of knowledge.

Augustine introduced the idea of teachers responding positively to the questions they may receive from their students, no matter if the student interrupted his teacher. Augustine also founded the restrained style of teaching. This teaching style ensures the students' full understanding of a concept because the teacher does not bombard the student with too much material; focuses on one topic at a time; helps them discover what they don't understand, rather than moving on too quickly; anticipates questions; and helps them learn to solve difficulties and find solutions to problems. Yet another of Augustine's major contributions to education is his study on the styles of teaching. He claimed there are two basic styles a teacher uses when speaking to the students. The mixed style includes complex and sometimes showy language to help students see the beautiful artistry of the subject they are studying. The grand style is not quite as elegant as the mixed style, but is exciting and heartfelt, with the purpose of igniting the same passion in the students' hearts. Augustine balanced his teaching philosophy with the traditional Bible-based practice of strict discipline.