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Integrating Inquiry and Integrity in Higher Education: Insights from the SOTL Symposium

This presentation discusses the dynamic relationship between teaching, research, and academic inquiry, highlighting whether effective teaching correlates with strong research practices. It emphasizes the need for inquiry-based learning frameworks that balance compliance with intellectual exploration, as advocated by historical figures like Plato and Dewey. The session explores critical questions surrounding the integrity of academic practices and the role of 'intellectual love' in fostering an environment conducive to learning. Insights from the SOTL Symposium at the University of Glasgow, March 2008, enhance our understanding of these themes.

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Integrating Inquiry and Integrity in Higher Education: Insights from the SOTL Symposium

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  1. 1Integration and Integrity in Academic EnquiryScholarship of Teaching and Learning (SOTL)SymposiumUniversity of Glasgow27th March 2008Stephen RowlandProfessor of Higher EducationInstitute of Education and University College London

  2. 2Some Questions • Are good teachers usually also good researchers? • Does doing research improve your teaching? • Can teaching stimulate your research? • Is teaching better in an environment which is enthused by research? • Do students like to be taught be good researchers? • etc

  3. 3Some conclusions of Marwell 2004 ‘a preference for forms of higher education that are enquiry based’ ‘a strong doubt as to whether higher education that is not enquiry based can even be regarded as ‘higher education.’ Report on the International Colloquium Research and Teaching: Closing the Divide. Marwell, March 2004 Paragraph 46 v

  4. ‘higher education has lost its role as conscience and critic of society’ (Bone and McNay 2006:76) Conducting academic practices with integrity by Integrating academic practices . 4

  5. 5Aspects of academic enquiry Dialectical relationship between compliance and contestation

  6. 6Aspects of academic enquiry Dialectical relationship between compliance and contestation maintained by Intellectual love

  7. 7Contestation and Compliance 350 BC Plato’s Socrates learning is innate maieutic method critical dialogue exploration student centred reflective practice risky

  8. 8Contestation and Compliance 350 BC Plato’s SocratesIsocrates learning is innate socially determined maieutic method rhetorical method critical dialogue persuasion exploration instruction student centred the lecture reflective practice discipline risky predictable

  9. 9Contestation and Compliance • 427-347BC Plato • 1533-1592 Montaigne • 1679-1778 Rousseau • 1859-1952 Dewey all spoke out against those social forces that could not tolerate the risky and often subversive nature of exploration

  10. 10Contestation AND Compliance

  11. 11Contestation AND Compliance a context of enquiry gives the instructional or rhetorical performance significance for the learner

  12. 12Intellectual Love (1632-1677 Spinoza)

  13. 13Intellectual Love (1632-1677 Spinoza) implies • desire for more intimate knowledge • knowledge open to reinterpretation • knowledge is social, inclusive and, collaborative • desire to share knowledge

  14. 14Conclusions • Enquiry based learning involves contestation and compliance • Need to resist overbearing demand for compliance • Celebrate rather than squander intellectual love • Employers may welcome scholarly values • The academic community must articulate these

  15. 15Some final questions • How to manage the tension between compliance and contestation in enquiry based learning? • What are the threats to the integrity of academic enquiry and how can we address them? • What is the role of intellectual love in enquiry based learning and how can we foster it? • What are the implications for policy makers and managers? • How to resist overbearing demands for compliance?

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