Teaching Tibet: Conclusion

Index

 * Conclusion    123

Conclusion
This project was designed with three distinct phases in mind: the research/preparation stage, the execution stage, and the reflection and assessment stage. Chapters I and II concentrate on the first process, specifically with regard to researching cognitive pedagogical theory, and preparing the initial curriculum. Chapter III and IV are focused on the results from the class – the changes it inspired, and some of the tensions and areas for improvement, respectively. For some time, I felt there was something missing in the written portion of this project, but I was unable to identify it. I eventually realized that chapters I and II capture the before process, and chapters III and IV cover the after process – I felt a need to somehow address the during portion. This aspect is represented in Appendix C, containing my notes and reactions on each class. Making an effort to record an entry and reflection on every class session was critical for developing my own skill and understanding. On this note, I feel it is crucial that I emphasize the importance of my appendices. In many instances, they are placed for further reference for those with burning curiosities, but are not always totally necessary. In this work, the appendices are absolutely necessary; they represent work associated with the course itself – lesson plans, the aforementioned reflections and student work/course feedback. These capture the unique and dynamic teaching experience I encountered during “Introduction to Tibet”. In the first months of this project, I wrote in my introduction that “my goal and the focus of this project is to discover which teaching styles work best for teaching undergraduate students about Tibetan history, religion, culture and politics on a very basic, introductory level.” I feel this project has evolved in a very different direction, however. This work has been predominantly concerned with the difference between theory and practice, the changes and insights that describe such a dichotomy, and the role of balance in all aspects; between student and teacher, between authority and autonomy, between teaching styles, and so forth. Much of this development and experience suggests that determining a set list of teaching styles that work best for a generalized group of students (who, I argue, cannot be generalized) is a fruitless endeavor. I must listen to these kinds of insights informed by experience, and yet, I must also guide the progress I have made here with sound pedagogical theory. I feel that I have just begun to flesh out a totally new area of practical skills; I have discovered a new arena where I can flourish. If this sounds too enthusiastic, I am very much a novice, and the degree to which I will improve upon my abilities will be dependent gathering further experience, and considering more perspectives on, and methods for, teaching. Currently, I am looking into the possibility of teaching “Introduction to Tibet” or another Tibetology course as an extended, semester-long class at Hampshire College in the fall of 2008, and potentially in the spring of 2009. Although I am graduating from Hampshire, I will be remaining in the Pioneer Valley for some time, and this would provide me with a vehicle to further my work as a teacher, and as a student of Tibetology. Beyond this, my hope for the future is to spend my life teaching. I would like to return to a high school setting as a teacher, because it is partially these teachers who have inspired me to explore teaching. They provide an example, and a hope that one day I can impact a student’s life as much as they have changed mine. Although I feel compelled to teach high school, I also intend to return to teaching on an undergraduate level, as a professor. The last two years of my experience closely researching and analyzing the No Child Left Behind Act has shown me that the academic freedom I seek lies in an undergraduate setting, and this is where I ultimately see myself. This project has been training in theory and vocation alike, and this rare encounter – very few have the opportunity to teach in an undergraduate setting while still in an undergraduate program – has already had a significant impact on my own progress. My experience with teaching at such an early stage of my own educational development has tremendously changed my understanding of education generally, which I explained in Chapters III and IV. This project has provided me with a further opportunity: to contribute my efforts towards preserving and expanding knowledge about Tibet. It is my hope that through teaching in the future, I can educate others about Tibet, while continually educating myself, as well.