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Jaarsma\u003Cbr>Mount Royal University, [adajaarsma@gmail.com](adajaarsma@gmail.com)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Continental Philosophy Commons, Curriculum and Social Inquiry Commons, and the Other Philosophy Commons\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.6](http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.6) |  |\n\nRecommended Citation  \nJaarsma, Ada S. (2015) \"On Being Taught,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 2, Article 6. DOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.6](http://dx.doi.org/10.5206/cjsotl-rcacea.2015.2.6)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/6)  \nOn Being Taught  \nAbstract  \nThis essay examines the definitions ofthe keywords ofthe scholarship of teaching and learning (SoTL)—scholarship, teaching, and learning—in order to identify the hopes that animate SoTL research and examine these hopes in light of recent critical thinking about the corporatization of higher education. Arguing that Biesta’s (2013b) distinction between “learning from” and “being taught by” offers an important corrective to the prevailing definitions ofSoTL, the essay reflects on the tensions between scholarly teaching, as understood by SoTL, and teaching as a contingent and unpredictable event.  \nCet essai examine la définition des mots-clés de l’avancement des connaissances en enseignement et en apprentissage (ACEA)– avancement des connaissances, enseignement, apprentissage – afin d’identifier les espoirs qui inspirent la recherche en ACEA et d’examiner ces espoirs à la lumière des pensées critiquesrécentes qui portent sur la tendance de l’enseignement supérieur à fonctionner comme une entreprise. Cet essai présente l’argument selon lequel la distinction faite par Biesta (2013b) entre « apprendre de quelqu’un » et « être enseigné par quelqu’un » constitue une correction importante aux définitions actuelles de l’ACEA. L’essai propose une réflexion sur les tensions qui existent entre l’enseignement intellectuel, tel que compris par l’ACEA, et l’enseignement en tant qu’événement contingent et imprévisible.  \nKeywords  \nSoTL, critical theory, Gert Biesta, neoliberal, pedagogy, Scholarship of Teaching and Learning  \nCover Page Footnote  \nI thank the Academic Development Centre at Mount Royal University for supporting this research through a Learning Inquiry grant. I also thank Kyle Kinaschuk for his insights and superlative research assistance.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss2/6)  \nJaarsma: On Being Taught  \nIn 1990, Boyer published a report, Scholarship Reconsidered: Priorities of the Professoriate, that initiated the movement that is now known as the Scholarship of Teaching and Learning (SoTL) . As president of the Carnegie Foundation for the Advancement of Teaching, Boyer (1990) identified a certain crisis in the academy that seemed in need of redress: namely, the devaluation of teaching, due in part to its separation from the kinds of scholarship that received more resources and rewards at universities. An aspect of faculty labour that was excised from competitive system of grants and peer review, teaching did not yield the legitimation that seemed necessary in order to promote excellence in the classroom. “After all,” Boyer (1990) commented in the preface to his report,“it’s futile to talk about improving the quality of teaching if, in the end, faculty are not given recognition for the time they spend with students”(p","cbCainwyAPkBOhKw","https://ap.wps.com/l/cbCainwyAPkBOhKw","pdf",178681,14,"English","# Abstract\n# Keywords\n# Recommended Citation\n# Introduction\n## The origins of SoTL in Boyer’s report\n## Scholarship as a public, reviewable practice\n## Scholarly teaching and academic publication","[{\"question\":\"What is the central focus of the essay?\",\"answer\":\"The essay examines how SoTL defines scholarship, teaching, and learning, and what hopes these definitions express.\"},{\"question\":\"How does Biesta’s distinction shape the argument?\",\"answer\":\"The essay uses Biesta’s contrast between “learning from” and “being taught by” as a corrective to prevailing SoTL definitions.\"},{\"question\":\"Why does the essay connect SoTL to higher education corporatization?\",\"answer\":\"It frames recent critical thinking about the corporatization of higher education to test and rethink the assumptions guiding SoTL research.\"}]","On Being Taught - Article 6 | PDF",1792081408,35]