Fellow Traveller, Gatekeeper or Midwife? Gerald Jones Teaching Alignments

I am a fellow traveller, the kind of teacher who sits alongside my students as we explore content together. My goal is to help learners uncover their own philosophical interpretations and insights, guiding them minimally. I gently steer them away from tangents and encourage critical inquiry through questions that deepen their thinking.

In his training on philosophy pedagogy, Gerald Jones encouraged us to explore three teaching alignments: the "Fellow Traveller," the "Gatekeeper," and the "Midwife." Each has its strengths, and they all prompt teachers to reflect on their values and teaching approaches.

One challenge of the fellow traveller method is that students may miss out on the insights of great philosophers and lose sight of broader philosophical contexts. For instance, in a class with younger students, I might hear them say, "If you take away the brain, you also take away the mind," and the conversation ends there. We bypass centuries of philosophical exploration, missing the opportunity to see the mind-body problem in its larger, more nuanced context. In these moments, I feel the pull to adopt another teaching alignment.

Often, I find myself stepping into the gatekeeper role—the traditional lecturer who has mastery over the content. After my academic training and presenting at conferences, I find myself slipping into this mode, offering my ponderings with authority. I might say, "If we remove the brain, the mind is gone, but what if other perspectives suggest the mind extends beyond the material? Are you really gone if your brain is gone?"

This often evokes one of two reactions: either students are intrigued, eager for more, or they show blank faces. With younger students, it’s usually the latter. In these instances, I shift into the midwife role, taking a firmer, more supportive approach. I may ask, “If I let you cut open my head, would you find my mind?” and introduce alternative perspectives to spark their thinking.

In the student-led style of schooling I’m drawn to, the focus is on nurturing students’ viewpoints. The student-led approach argues that their understanding should arise from within themselves, rather than from ancient philosophers. However, I’m aware that I shouldn’t neglect the authoritative voice that has emerged through generations of philosophical thought. These long-established theories stand the test of time because of their intellectual rigor, and they provide students with important frameworks for thinking critically. Turning to the great philosophers helps guide our thinking and reminds us that not all ideas are valid.

At the same time, I can’t deny my own voice as the link between my students and the topic we’re studying. What would I offer as a thinker if I couldn’t express my own reasons and opinions in the context of the ongoing philosophical conversation?

Ultimately, each teaching alignment—the fellow traveller, the gatekeeper, and the midwife—offers valuable ways to engage students. As a teacher, I find myself navigating between these roles, adjusting my approach to meet my students' needs and the moment at hand, all while deciding when it’s appropriate to share my own thoughts and opinions.

References:

• Gerald Jones (Ed.), Gatekeepers, Midwives and Fellow Travellers: The Craft and Artistry of the Adult Educator (Spiral-bound, 13 July 2005)

• TRIP website (The Royal Institute of Philosophy): https://www.trip.org.uk

Content Breakdown:

This blog post was co-written, with the content being a blend of my original ideas and contributions from ChatGPT. Approximately 80% of this post was written by me, with 20% of the content generated with the assistance of ChatGPT.