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I have decided to write a mystery story. But, I have never written one. How does one start? Granted, many of my stories have been tales of people solving problems, some might say they are mysteries. But, they aren’t really. The mystery is not the focus. Instead, it is part of the setting. Being a treasure hunter is solving a mystery. But, the focus is on the adventure, not finding and decoding clues.
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We all want to be students of master teachers or we want our young to be students of master teachers. We reasonably expect that they will to a better job of teaching than the average teacher. But, there is a problem with this desire. If you ask several different people to define a master teacher, you will receive several different definitions. The term is in common usage, but without a common definition. That does not mean there are no formal definitions (Jackson, 2012; Johnson, 2011; What is, 2020; Ohio Master, 2011). However, those definitions focus on what a master teacher does, not what make her or him a master teacher.
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Faculty development begins with the purpose or goal of being a teacher. (See Perspective on Teaching)
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One approach, when asked to provide a perspective on diversity, is to say that diversity is required for life. It is needed in order to be able to adapt to new environments or settings. And, it is needed to arrive at the best possible solutions to the problems we face as a species. That seems a little flippant, regardless of how philosophically sound it may be.
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In the middle of the 20th century, the theologian Paul Tillich wrote a sermon titled “The Theology of Education.” When I encountered it early in my undergraduate studies, it changed my philosophy. Tillich held that the purpose of religious education was to challenge the student to reach beyond the surface to find the deeper meaning in that experience. I found that thinking, that philosophy, applied to my own studies and always strove for that deeper meaning, regardless of what I was studying. It applied to so much more than just religion.
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