The sharp contrasts in teachers' metaphors for their relationships with students set the stage for a critical comparison of traditional, modern, and postmodern educational approaches. In Teaching in the First Person, three university undergraduate teachers' metaphors for education emerge from their candid descriptions of interactions with their students. The rich vocabulary that the interviewed teachers used to portray their interactions with U.C. Berkeley undergraduate architecture students is woven into a larger examination of how assumptions that teachers hold about kwledge impact their treatment of students. The investigation of theory embedded within teachers' narratives begins with a cogent historical overview of paradigm shifts within science, poetry, education, and philosophical theories of kwledge. A critique of harmful educational practices supported by the traditional mind as machine metaphor for kwledge invites educators to embrace the postmodern bodily basis for kwing as a viable alternative that radically redefines the teacher/student relationship.
The Author: Elijah Mirochnik is Assistant Professor in the Creative Arts in Learning Division at Lesley College in Cambridge, Massachusetts. He received his Ph.D. in architecture from the University of California at Berkeley. His numerous innovative and experimental curriculum designs stem from his research in the areas of interracial classroom collaboration, teacher construction of identity, and student artistic expression of social responsibility.