IS TEACHING AN ART, OR SCIENCE?

A UNIVERSAL QUESTION

Is teaching an art or a science? Are we talking about teaching, meaning the act of standing in front of a group of
students and expounding information? Or are we talking about the profession that we know today as education? Are
we referring to teaching as the simple instruction in which another acquires knowledge? .
The answer to this debate “probably falls somewhere between the two poles” (Olivia, Gordon 2013 pg. 281)
The Scientific Approach
Education is a science. In order to be an educator, and a good educator, you need to know the formula for education.
It takes knowledge of curriculum, behavior, philosophy, psychology and other areas to successfully become an
educator. Right? A scientist working in a lab (inside or outside) needs to consistently factor several variables and
constants when doing experiments to successfully reach the desired outcomes.
In education, we call these outcomes “learning.” We want our students to learn. We want our students to grow up
and become active members of a society we hope to one day have. This is why we have meetings to discuss
curriculum, common code, standards, much more. We meet with other educational scientists and debate the
methods being used in school districts far and wide to judge our students against those throughout the world. When
we see that our students are not meeting the same rigors that other students are meeting, we up the experiment by
providing standardized testing. Some schools get the testing, and some schools don’t get the testing. This is called the
“Scientific Method”… right?
But in all seriousness…
The ACT of teaching a student is an ART FORM. This is something that isn’t for everyone. I truly believe that “those
can teach and those who can't administrate.” This is not to say that all administrators are not teachers. In this example,
I am clearly using the term administrate. I can give you hundreds of examples of amazing administers who are warm
and wonderful teachers. They simply are teaching a larger classroom. One with many grade levels and subject areas.
The ART of education, and the ART of teaching is one that is being broken down by society today. Gone are the days
where a teacher can come up with his/her own lessons and whip a class into an excitement. Today we have standards
that are cross curricular. We can’t jump ahead because the 10 other teachers in our building, or districts teaching the
same thing are not moving at the same pace. We are hindered by paper text books written 5-10 years ago with out
dated facts and stories of “what the world might be like once the internet hits school buildings.”
The ability to look at a student (young or old) see where he/she is currently and bring some inspiration to them to
learn something is an ART form. One that not everyone has. You have to be able to, even for a brief moment, look at a
situation, understand it, and then come up with several ways to explain it for the individual student while at the same
time, explaining it for dozens of individual students. This is, in my view the difference between teaching public school
and college courses.
Art and passion are alive and well in public school classrooms. In the college systems (not all) teachers are not called
teachers… they are called Professors, a term that takes some of the humanity and art out of education. They stand in
front of HUNDREDS of students and lecture to slide presentations provided to them by their departments. This is
science not art.
The artistic teacher can, on a whim stop a lesson, and turn a class upside down to make a class laugh and has not
realized that the learning process never stopped. They can turn a parking lot of cars into a forrest of trees that
students can then begin to see individual trees through.
Is teaching an art or a science? It depends on who the instructor is… what the school system is like… and mostly, what
course is being taught.
www.teachercast.net/2014/07/31/teaching-art-science/
blogs.edweek.org/teachers/teacher.../the_age-old_question_teaching_art_or_ science.html
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IS TEACHING AN ART OR A SCIENCE? (By Teacher Ken)

There are volumes written on the question of whether teaching is a science or an art. Interestingly, it seems many
conclude that teaching is both a science and an art. In its simplest form, effective teaching can be seen as the art of
applying education research (Makedon).
A teacher cannot be effective unless they are able to integrate both the science and the art of teaching. One may be a
genius, but if they are unable to communicate their knowledge effectively, they cannot impart that knowledge onto
others. Conversely, one may be an excellent orator, able to mesmerize an audience, yet he/she needs to have a
knowledge of the subject matter, learning theories and teaching strategies, as well as an understanding of the needs of
his/her own students’ in order to gain the trust that is essential to creating an effective learning environment.
The science of teaching is the accumulation of information and the improvement of teaching practices based on the
information gained (Friendly). The accumulation of information can be viewed on three levels. The most basic set of
information would be the acquiring of knowledge in one’s subject area in order to be able to teach it. Without it, there
is nothing to teach.
The next set of information is that which can be acquired from the study of research performed by others. As N.L.
Gage notes, there is a "scientific basis for the art of teaching”.
For teachers, this scientific base is found chiefly in the social sciences, in the research on learning generated by the
disciplines of psychology, sociology, and speech communication. Naturally, the "knowledge" produced by the social
sciences, like that of the physical sciences, is growing and ever-changing, subject to correction and open to new
findings. But a knowledge base exists and is there to be known and understood by teachers. To be effective teachers,
we need to know what is known about how people learn (Davis). This information provides a framework for how we
can affect the learning by others of our knowledge of the subject matter.
And lastly, there is the information gained in our own classroom. Most educational research is based on observation,
and the effective teacher implements methods and strategies learned from studying research by others and then
observes its effect in the classroom. Teachers perform educational research everyday in their classrooms, especially
new teachers. They try different theories and approaches, changing a variable here and a strategy there, and then
observe its impact on the classroom environment. This continual building of a knowledge base throughout a teacher’s
career is essential to the science of learning and to being an effective teacher.
There are basic tenets of good practice and fundamentals that must be mastered for any art, whether it's painting,
film, architecture, or teaching. One must explore the science of the field before one can practice the art
(Qualters). However, research will never be able to identify instructional strategies that work with every student in
every class. The best research can do is tell us which strategies have a high probability of working well with students.
Individual classroom teachers must determine which strategies to employ with the right students at the right time
(Marzano, 2007). It is the application of the science that constitutes the art.
The art of teaching involves not only knowing what to do and how to do it, but also knowing when to do it, and in what
situations not to do it. It is this kind of thinking process that takes teaching from a scientific base to an art form
(Friendly). These kinds of decisions are not easily made.
Effective teachers build these skills over time. As teachers gain experience, they learn to read and understand their
student’s abilities and needs. Through the application of information learned, they build a foundation of strategies
and the knowledge of when and how to apply them. To get through to a student, a teacher must be creative. The
creativity that is involved in changing the classroom environment based on study and observation is where the art
shines through (Cain). The art of teaching is presentational as well as improvisational. The lesson should be planned
and scripted, but an effective teacher allows for the unexpected teachable moment (Reynolds).
A large part of this class focused on recognizing, and effectively utilizing, “coaching moments” – the real-time, practical
application or demonstration of a lesson while students are in the act of learning. Immediately discussing a lesson
learned as the result of a mistake or calling attention to something done right. Taking it a step further, the teacher
allows the student “doing it right” to demonstrate for the class’s benefit. An effective teacher also develops the art of
reading his/her students and measuring comprehension and then adjusting the lesson to accommodate the needs of
the group (Reynolds).
While the science of teaching is essential , such as: knowledge of subject matter, learning theories and instructional
strategies that form the foundation of teaching, it is the mastery of the art of teaching that defines truly effective
teachers. Even the proponent of the scientific method in education, John Dewey, did not consider teaching itself to be
a science, but a combination of art and science. He once said “If there were an opposition between science and art, I
should be compelled to side with those that assert that education is an art” (Makedon).
Through the studies that comprise part of the science of teaching, it is the single most important factor affecting
student learning, no one else, but the teacher. Many studies have quantified that the influence of an effective teacher
makes student achievement relatively independent of anything else that occurs in the school.
Effective teachers appear to be effective with students of all achievement levels, regardless of the level of
heterogeneity in their classrooms (Marzano, 2001). Another group of researchers—Thomas J. Kane, an economist at
Harvard’s school of education; Douglas Staiger, an economist at Dartmouth; and Robert Gordon, a policy analyst at the
Center for American Progress— investigated whether it helps to have a teacher who has earned a teaching
certification or a master’s degree and found that neither makes a quantifiable difference in the classroom. Test scores,
graduate degrees, and certifications—as much as they appear related to teaching prowess—turn out to be about as
useful in predicting success as having a quarterback throw footballs into a bunch of garbage cans (Gladwell).
In conclusion, to be an effective teacher, one must not only stay abreast of the latest research and findings in the field
of education, but must also continually practice the art of applying this information, assessing what works and refining
their approach in order to create an effective learning environment.
toddphilipp.weebly.com/is-teaching-an-art-or-a-science
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TEACHING AS A VOCATION, MISSION AND PROFESSION

TEACHING AS A VOCATION
1. Etymology of Vocation ◦ It comes from the Latin word “vocare” which means “to call”  Vocation is a strong
feeling of suitability for a particular career or occupation
2. Teacher Mark is treated as a teacher for teaching his students the lessons every day. He teaches everything he
knows, showing off his mastery of the subject, but not even considering the feelings of his students towards
difficult topics. On the other hand, a volunteer named Joy is addressed as a teacher for teaching and serving the
children of a far rural community. She travels almost 20 kilometers everyday for the sake of her students
learning and development.
 3. What is the difference between the teaching practices of Teacher Mark and Joy?  The main difference lies in
their dedication to the service.  When someone practices teaching as a vocation, they teach with dedication.
4. A teacher who practices teaching as his vocation responds to the strong feeling, or calling, for service, just like
the historic biblical figures, with utmost dedication.  In summary, Vocation is only for some who are really
dedicated not just to work but also to serve other people.
TEACHING AS A MISSION
1. Etymology: ◦ It comes from the Latin word “misio” which is “to send”  Mission refers to any task that is
assigned, allotted, or self-imposed.  Every teacher has its own purpose, or objective, that they need to
accomplish.
2. Every teacher has its own unique mission to accomplish.  We are expected to contribute to the betterment of
this world in our unique way.
TEACHING AS A PROFESSION
Why does a profession require “long and arduous years of preparation” and a “striving for excellence”? For us to be
able to be able to give more (service), which is the end goal of a profession, continuing professional education is a
must.
Our service to the public as a professional turns out to be dedicated when out moral, ethical and religious values
serve as out bedrock foundation.  If you take teaching as your profession, this means that you must be willing to go
through a long period of preparation and a continuing professional development.
Striving for excellence – another element of profession.  This element brings us to the issue of “pwede na” 
“Pwede na” is inimical to excellence  It is expressed in other ways like “talagang ganyan ‘yan”, “wala na tayong
magawa”, etc.  All of these are indicators of defeatism and mediocrity.
If we stick to this complacent mentality, excellence would not be within reach.  DON’T SETTLE FOR LESS! STRIVE
FOR EXCELLENCE!

“The term professional is one of the most exalted in the English language, denoting as it does, long and arduous
years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and
ethical values.” -Hermogenes P. Pobre, Ph.D

“Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your
personal time, energy, and resources. Sometimes it means disappointments, heartaches, and pains. But touching
the hearts of people and opening the minds of children can give you joy and contentment which money could
not buy. These are the moments I teach for. These are the moments I live for.” - Josette T. Biyo, Ph.D

OTHER DEFINITIONS:
Vocation is literally your "calling", what you are good for or destined for. It usually is a
property/talent/predisposition of your person. A mission, in contrast, is a particular task given to you. Even if you are
on "a mission from God", there may be retirement from it eventually.
If you take as an example biblical prophets, usually their vocation was being a prophet. But their missions were more
concrete,
"Vocation" is, literally, "calling", but it is used in several senses. In one sense it is indistinguishable from "profession"
-- someone who asks "What is your vocation?" is generally asking "What do you do for a living?"
In the more literal sense, "vocation" is often used to refer to the motivation to join a religious order (especially
Catholic), where one is presumably "called to serve God".
In a more generic sense the term is sometimes used to refer to what one feels is their "purpose in life" -- some have
the desire, skills, and temperament to be farmers, some doctors, some writers, etc.
The chart below is slicing and dicing things rather narrowly, with narrowly-written definitions, as the concepts
involved really are quite broad and interwoven. According to the Japanese, everyone has an ikigai. An ikigai is
essentially ‘a reason to get up in the morning’, a reason to enjoy life.

THE TEACHING PROFESSION/THE NATURE OF TEACHING

In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized application of
knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual
and of society. The choice of learning activities whereby the goals of education are realized in the school is the
responsibility of the teaching profession.
In addition to providing students with learning opportunities to meet curriculum outcomes, teaching emphasizes
the development of values and guides students in their social relationships. Teachers employ practices that develop
positive self-concept in students. Although the work of teachers typically takes place in a classroom setting, the direct
interaction between teacher and student is the single most important element in teaching.

THE SIX GENERALLY ACCEPTED CRITERIA ARE USED TO DEFINE A PROFESSION:

1. Its members have an organized body of knowledge that separates the group from all others. Teachers are
equipped with such a body of knowledge, having an extensive background in the world and its culture and a set
of teaching methods experientially derived through continuous research in all parts of the world.
2. It serves a great social purpose. Teachers carry responsibilities weighted with social purpose. Through a rigid and
self-imposed adherence to the Code of Professional Conduct, which sets out their duties and responsibilities,
that the teachers pass on their accumulated culture and assist each student under their care in achieving self-
realization.
3. There is cooperation achieved through a professional organization. Cooperation plays an important role in the
development of the teaching profession because it represents a banding together to achieve commonly desired
purposes. The teaching profession has won its well-deserved place in the social order through continuous
cooperation in research, professional preparation and strict adherence to the Code of Professional Conduct,
which obligates every teacher to treat each student within a sacred trust. Teachers have control or influence
over their own governance, socialization into teaching and research connected with their profession.
4. There is a formal period of preparation and a requirement for continuous growth and development. Teachers are
required to complete a defined teacher preparation program followed by a period of induction or internship
prior to being granted permanent certification. This period includes support for the formative growth of teachers
and judgments about their competence. Teachers are devoted to continuous development of their ability to
deliver their service.
5. There is a degree of autonomy accorded the professional. Teachers have opportunities to make decisions about
important aspects of their work. Teachers apply reasoned judgment and professional decision making daily in
diagnosing educational needs, prescribing and implementing instructional programs, and evaluating the progress
of students. Teacher judgment unleashes learning and creates the basis for experience.
6. The profession has control or influence over education standards, admissions, licensing, professional
development, ethical and performance standards, and professional discipline. As professionals, teachers are
governed in their professional relationships with other members, school boards, students and the general public
by rules of conduct set out in the Association’s Code of Professional Conduct. The code stipulates minimum
standards of professional conduct for teachers, but it is not an exhaustive list of such standards. Unless
exempted by legislation, any member of the Association who is alleged to have violated the standards of the
profession, including the provisions of the code, may be subject to a charge of unprofessional conduct under the
Discipline Bylaws of the Department.
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TEACHERS AS PROFESSIONALS

The certificated (licensed) teacher is the essential element in the delivery of instruction to students, regardless of
the mode of instruction. Moreover:
A teacher has professional knowledge and skills gained through formal preparation and experience. Teachers
provide personal, caring service to students by diagnosing their needs and by planning, selecting and using
methods and evaluation procedures designed to promote learning.
The processes of teaching include understanding and adhering to legal and legislated frameworks and policies;
identifying and responding to student learning needs; providing effective and responsive instruction; assessing
and communicating student learning; developing and maintaining a safe, respectful environment conducive to
student learning; establishing and maintaining professional relationships; and engaging in reflective professional
practice. These processes must be free of discriminatory practices and should contribute to the holistic
development of students who are actively engaged, responsible and contributing members of a democratic
society.
The educational interests of students are best served by teachers who practice under conditions that enable them
to exercise professional judgment. Teachers have a right to participate in all decisions that affect them or their
work, and have a corresponding responsibility to provide informed leadership in matters related to their
professional practice.
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MEO/Compiled 1/3/2019