Care Bears don’t teach
“Teacher caring” is not a pedagogical strategy. Universities must stop pretending that emotional labour is a substitute for rigorous instruction.
The notion of “teacher caring” as a pathway to learning gains is an indictment of modern education. Universities, eager to quantify the unquantifiable, reduce genuine pedagogical relationships to a tick-box exercise. Students need intellectual challenge, not emotional coddling. When did rigour become secondary to sentimentality? The academy must return to its purpose: dispensing knowledge, not hugs.
Emotional intelligence in teaching fosters a supportive environment. Students who feel valued are more likely to engage and, consequently, to learn effectively. Dismissing care overlooks a vital component of holistic development.
- ·Fuzzy metrics
- ·Emotional labour
- ·Pedagogy diluted