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1、THE OXFORD TUTORIAL:Thanks, you taught me how to thinkEdited by David PalfreymanWith contributions from: James Clark, Richard Dawkins, Robin Lane Fox,Richard Mash, Peter Mirfield, James Panton, Roger Pearson,Penny Probert Smith, Christopher Tyerman, Alan Ryan, Suzanne Shale, Andrew Smith, and Emma S
2、mith(C) David Palfreyman and the Contributors, 2008Published by OxCHEPS, 2008 (second edition)Oxford Centre for Higher Education Policy Studiesc/o New College, Oxford, OX1 3BN, UK.http:/oxcheps.new.ox.ac.uk/Sponsored by Blackwells, Oxford, OX1 3BQ, UK. Printed by Alden, Oxfordshire, OX29 OYG, UK.ISB
3、N 978-0-9547433-7-6This English second edition is also available on-line from the Papers Page (Item 1) at the OxCHEPS website.Chinese edition, 2008, from Peking University Press, Beijing, PR China.PREFACEThe Oxford Tutorial has an almost mystic, cult status. It is Oxfords premium product for which,
4、via college academic fees, it commands a premium price. But the Tutorial has its critics, both within and beyond Oxford. Is it an anachronism in the mass higher education system of the twenty-first century? Is the traditional tutoring of Oxfords undergraduates now too labour intensive and too expens
5、ive a burden for the University and its colleges as State funding of higher education declines? Do the dons want to escape the heavy burden of twelve hours per week of tutorial teaching and redirect valuable time into research as the key factor in achieving the plaudits of a successful academic care
6、er? Is the Tutorial a sacred cow to which Oxford pays mere lip-service as it quietly shifts to small group teaching? Or is it a pedagogical gem, the jewel in Oxfords crown, to be preserved at all costs as the best way to challenge, stimulate and truly educate Oxfords high-quality young in the crucia
7、l lifelong-learning skill of sound analysis and critical thinking? If Oxford lets the Tutorial wither, will it be failing future generations of talented undergraduates who need the intensity of the demanding tutorial teaching methodology to ensure their intellectual resources best serve them in thei
8、r careers and in turn Society? Moreover, how does the Oxford Tutorial fit with the concept of a Liberal Education, and anyway just what is higher education?This little book brings together experienced Oxford Dons from across the academic disciplines who discuss their personal belief in and commitmen
9、t to the Tutorial as an utterly essential element in all Oxfords degree subjects. It is hoped that students new to Oxford will find these essays helpful in sharing with them, as the consumers, what the Dons, as the producers, are trying to achieve, while stressing that the whole process is both a te
10、am effort and also one that is not fixed in format since it allows tutor and tutee to vary the nature of the Tutorial to optimal effect. Thus, it can be at the same time a process which falls apart if either undergraduate or teacher short-changes the tutorial experience. Yet, as the sometime Preside
11、nt of Magdalen College, Oxford, noted when reviewing the 2001 first edition of this book in the Times Higher (13/9/02, p 23): the tutorial is renewed, flexible, dynamic and popular (and he added, even though this news often appears unwelcome to our national educational bureaucracy!). The sub-title (
12、Thanks, you taught me how to think) comes from a former student writing to one of our Contributors after achieving a good degree result. An American student similarly wrote to me: You taught me how to not only research and support my arguments but also how to present them and respond to questions th
13、oroughly and thoughtfully Its funny, I often think of the book you handed me to read on the day of our initial meeting and the boy who said thank you, you taught me how to think. I couldnt agree more. The Oxford tutorial system was without question the most academically and personally enriching expe
14、rience of my life. Thank you. The Editor and the Contributors are grateful to Blackwells, the justly world-famous landmark Oxford bookshop since 1879, for support in the production and distribution of the 2001 first edition and again for the 2008 second edition of this book, which pays due tribute t
15、o another special feature of Oxford in the form of the tutorial as the trademark of the University and its colleges. We are also pleased that this Oxford book has been printed by the Alden Group as another historic local business dating from 1832.CONTENTS1.Higher Education, Liberal Education, Critic
16、al-thinking, Academic Discourse, and the Oxford Tutorial as Sacred Cow or Pedagogical GemDavid Palfreyman, MA MBA LLB FRSA, Bursar, New College, and Director of OxCHEPS2.A Liberal Education: and that includes the Sciences!Alan Ryan, MA D.Litt. FBA, Warden, New College3.Teaching Law, Learning Law: Gr
17、owing Up IntellectuallyPeter Mirfield, BCL MA, Fellow in Law, Jesus College4.Modern Linguists as Multi-taskers Roger Pearson, MA D.Phil., Fellow in French, Queens College5.Evolution in Biology Tutoring?Richard Dawkins, MA D.Phil. D.Sc. FRS, Charles Simonyi Professor of the Public Understanding of Sc
18、ience, University of Oxford, and Professorial Fellow, New College6.Tutorials in Greats and History: The Socratic MethodRobin Lane Fox, MA, Fellow in Ancient History, New College7.Engineering the Tutorial Experience Penny Probert Smith, MA D.Phil., Fellow in Engineering, Lady Margaret Hall8.English:
19、A Shared EnterpriseEmma Smith, BA D.Phil., Fellow in English, Hertford College9.Perfection in Politics and Philosophy Alan Ryan, MA D.Litt. FBA, Warden, and formerly Fellow in Politics, New College10.Tutorial Teaching in EconomicsRichard Mash, MA M.Phil. D.Phil., Fellow in Economics, New College11.T
20、he History Tutorial: You have taught yourself this term Christopher Tyerman, MA D.Phil. FRHistS, Fellow in History, Hertford College12.The Oxford Tutorial in the Context of Theory on Student Learning: Knowledge is a wild thing, and must be hunted before it can be tamed Suzanne Shale, MA, sometime Di
21、rector, Institute for the Advancement of University Learning, University of Oxford, and sometime Fellow in Law, New College13.Been there; Got the T-shirt: The perspective of a recent survivor of the tutorial systemAndrew Smith, MA D.Phil., sometime Weston Junior Research Fellow in Chemistry, New Col
22、lege 14. The Oxford Tutorial: The Students Perspective James Clark, MA D.Phil., sometime Fellow in Medieval History, Brasenose College15.Reflections of an early-career Tutor James Panton, MA MSc MPhil, sometime Lecturer in Politics, St Johns College 16. Of Studies in a UniversityA.H. Smith, MA CBE,
23、sometime Warden, New CollegeEnglish translation of the Preface to the 2008 Chinese edition published by Peking University Press A Note on OxCHEPS A Note on obtaining this book, in-print and on-line1.Higher Education, Liberal Education, Critical-Thinking, Academic Discourse, and the Oxford Tutorial a
24、s Sacred Cow or Pedagogical GemDavid Palfreyman, Bursar & Fellow, New College, and Director of OxCHEPSIntroductionThis Chapter explores the concept of higher education: just what happens in higher education and in universities that is indeed higher and hence different from what happens in other part
25、s of education (schools and further/tertiary/adult education)? It suggests that higher education crucially means a liberal education, and goes on to give a selection of comments on the concept of liberal arts and liberal education drawn from a range of authors. The Chapter also reviews the potential
26、 conflict between the provision of liberal education and vocational education within higher education, and whether the former can be incorporated into the latter and indeed must be if the vocational education that takes place inside a university is deserving of the label higher education. This Chapt
27、er then explores the Oxford Tutorial as a means of delivering liberal education, itself as a process of developing critical-thinking within the context of a specialised, usually single-honours degree course and hence not to be confused with the concept of general education as the offering of a broad
28、 and mind-broadening curriculum that may well also lead to the development of critical-thinking and thus amount to a liberal education where that curriculum is taught appropriately and with adequate opportunity for the student to engage in academic discourse. The Chapter concludes with a call for UK
29、 universities to rediscover the importance and value of liberal education by making amends for the short-changing of undergraduate teaching that has occurred as, over the past twenty years, the staff: student ratio has worsened and students have been steadily denied the chance properly and fully to
30、engage in academic discourse. What is higher about higher education?The first part of this Chapter asks what is higher about higher education. Here are some thoughtsDoes higher education matter? What happens in higher education that does nothappen in primary/secondary education (or in what was once
31、called elementaryeducation), nor in further education? Or is higher not labelling the qualitative aspectof the educational process, but merely means tertiary? If what goes on in HEIs isnarrowly vocational in terms of teaching only skills or merely involves thememorising of lecture handouts (rather t
32、han, say, also accessing books and journalarticles) for regurgitation in simplistic computer-marked class-tests (rather than, say, the writing of essays - on which proper feedback, face-to-face, is given - and any other involvement in an academic discourse - within, say, seminars of up to 10/12 and
33、not 20/25 which can not possibly function as a practical forum for discussion), then arguably HE becomes the continuation of school: it is indeed tertiary, not higher (one might label it also as adult education).Higher education, in whatever subject, is the development of the individuals communicati
34、on and critical facilities (synthesis/analysis/expression) over and beyond what would have happened by the person simply getting to be 3 or 4 years older while in HE, over and beyond what comes with maturing from an 18-year old school-leaver into a 22-year old graduate employee. And over and beyond
35、any knowledge corpus imparted in the degree course: the key feature is an ability to learn how to update this corpus that will unavoidably become dated. And over and above any technical skills also imparted in the degree course: higher education is again about knowing when and how to update those sk
36、ills. Higher education is not schooling for adults. Higher education is the development of critical-thinking through the process of liberal education.Higher education is about preparing people for life-long learning and career retreading, for a life-time contribution to Society as an educated Citize
37、n (not merely to the Economy as a Trained Worker with Skills). As such higher education is liberal education and goes beyond vocational education as something that is also worthy but whose remit is merely to impart specific knowledge and particular skills for a defined job (plumber, hairdresser) or
38、a predetermined career (accountancy technician, the banking exams). Higher education is not training.Higher education may be the starting point to a route for a set career (usually called a profession, or once a vocation (calling) for example, medicine and the law). But it is meant to produce the re
39、flective practitioner within such professions the person who thinks critically about the practice of medicine or the law, who knows when and how to professionally update. (Indeed, one might have an element of liberal education within even an obviously vocational area one might offer plumber training
40、 in such a way as to create the reflective plumber rather than plumbing-by-numbers.)Admittedly, in the USA that element of the HEI involvement in the creation of medics and lawyers is left to graduate school following on from an undergraduate general education or liberal arts education. In the UK, i
41、n contrast, we sell law as a cheap undergraduate degree and let trainee medics loose on patients at 19/20 rather than 23/24 as in Scrubs or ER! And therein lies a problem countries vary so widely in the concept of what is a degree and how long it takes to earn one, in how teaching is delivered and i
42、n how much is offered within a degree course, in how academic performance is assessed, in deciding what is quality in the teaching and learning package, and in determining what is graduateness or what is fitness for purpose about higher education. US students, for example, major and minor within gen
43、eral undergraduate education; UK students follow a highly specialised single-honours degree course; the major continental European HE systems are somewhere between and, like the USA, take longer (while even within the UK there are differences: in England and Wales a degree course is typically three
44、years, but four in Scotland).Given such variation it is really rather difficult to see HE as really and demonstrably mattering in terms of promoting economic progress, as opposed to good citizenship within a liberal social democracy political model - unless one views its contribution to Human Capita
45、l as the development of clear communication and critical-thinking as referred to above, these being the economic value of liberal education. If it was so truly crucial in skills/vocational terms and as training for employment, one might expect HE systems in OECD countries to be more alike than they
46、actually are as, within a global economy, they converged to match the very similar economic pressures faced by each nation. And hence, if one places the stress on such learning outcomes from a first degree, then, arguably, the massification of UK HE on the cheap (the unit of resource in terms of the
47、 cash to fund a year of undergraduate teaching declines over the past two decades by c40% as the student numbers double) and the resultant decline in the staff: student ratio means less teaching, less assessment, and very much less chance for the student properly to engage in the academic discourse. Have the learning outcomes goalposts been relocated to match reduced resources (a process of dumbing-down)? Or are the expectations the same and similar outputs are achieved,
