UPDATE --here's the video:
Re: Bored Students
When I can sneak off for ten minutes, I'm going to do a video essay on the subject of student reactions and responses to various pedagogical strategies. Needless to say, I will frame the question in obscure terms borrowing from 18th century theology. But seriously, something like this: "What is the ontological status of- and our ethical obligation to- bored students in our classrooms?" Also, do we accept Locke's metaphor for the mind--the tabula rasa model?--which allows us to "pour" information into students' minds as fluid into an empty vessel? Or do we believe... well, something else (start either with Kant or Chomsky here)? If the latter, shouldn't we be trying to "draw-out," rather than to "pour-in?"