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The Art of Teaching Paperback – March 13, 1989

by Gilbert Highet (Author)

55 customer reviews

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Editorial Reviews

From the Inside Flap

The noted classicist presents his educational methodology, within the context of history, from the Sophists to modern teaching.

About the Author

Gilbert Highet was a Scottish-American writer, intellectual, and educator. He is best remembered for his work in humanities education in the twentieth century. He is the author of many books, including the seminal The Art of Teaching. He died in 1978.

Paperback: 288 pages
Publisher: Vintage; Reissue edition (March 13, 1989)
Language: English
ISBN-10: 9780679723141
ISBN-13: 978-0679723141
ASIN: 0679723145
Product Dimensions: 5.2 x 0.6 x 8 inches
Shipping Weight: 7.2 ounces (View shipping rates and policies)
Average Customer Review: 55 customer reviews
Amazon Best Sellers Rank: #566,189 in Books (See Top 100 in Books)
- #671 in Books > Education & Teaching > Schools & Teaching > Education Theory > History
- #1095 in Books > Education & Teaching > Schools & Teaching > Education Theory > Philosophy & Social Aspects
- #2742 in Books > Education & Teaching > Studying & Workbooks > Workbooks

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Oswald Sobrino

We Teach All The Time

October 15, 2015

Format: PaperbackVerified Purchase

Highet was a classicist so his book is great fun for those of us who study Greco-Roman literature, but the book's celebration of teaching will appeal to all interests. Highet gives practical advice, of which the most important is that the great teacher gives students a coherent, organically connected view of a subject, not just a mass of fragmented data. Even more important are the genuine intellectual passion of the teacher and a generous, kind, and big-hearted personality. In addition, Highet emphasizes how all of us are really teaching all the time even if it is not your job title. The worst form of teaching, especially in the family setting, is indifference because it in fact teaches that moral ideals and personal development do not matter, with "incalculable" negative results for all.

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John

Ecellent wisdom, but a bit wordy and falls short in some aspects

August 14, 2012

Format: PaperbackVerified Purchase

OBSERVATIONS: The one-star reviews all seem to be written by the same students in the same masters class. Was there was a negative discussion in the classroom that influenced many of them in the same way? The five-star ratings seem to be raving a bit much over what is admittedly golden wisdom, but in my opinion, falls short of being called a classic. Had he given a greater number of relevant examples, in exchange for overly-eloquent descriptions, it might be a classic. SUMMARY: MANY ARE LOOKING FOR A SINGLE-SOURCE AUTHORITY ON HOW TO TEACH. YOU WILL NOT FIND THAT! It is, however, one of the best books on "the art of teaching".

I am impressed that this book was required reading for a masters class. I agree with that choice very strongly. As a veteran teacher, I would say that Highet does a good job describing (often in very lengthy detail) the essential qualities of a first-class teacher. Despite what the one-star reviewers said, his advice is certainly applicable in today's classroom. Highet addresses these reviewers' concerns when he states that teaching must evolve with each generation, although he doesn't elaborate much on that point. Those reviewers must have skipped over that segment or expected more on it. He also addresses the students and classrooms that despise learning, which is more applicable to today's classrooms than it was at the time of writing. The book would be more relevant to today's classrooms if he expanded on that section, but at the time of writing, classroom behavior was not as big of an issue, as one of the reviewers pointed out. Again, this book is not a single-volume lesson on how to teach. You will not find that.

You will find nothing regarding modern methods (mostly garbage anyway) such as cooperative learning, constructivism, or mastery learning. His book addresses the traditional methods (tried and true) such as good lecturing techniques, the Socratic method (tutorial system), and classroom work (repetition/recitation) in enough detail for a new teacher to have a great jumping off point or an experienced teacher to evaluate their own performance. While Highet I would classify Highet as traditional, he emphasizes the importance of and describes in detail the qualities of kindness, humor, vitality, patience, sympathy, and generosity - terms which are typically not synonymous with "traditional education".

If a teacher knows their subject already, likes their subject, and has an affinity and knowledge of youth, this book is a very decent teachers' manual. It will not "teach you how to teach" as a single source on the subject, but paints an excellent picture of what high-quality teaching is and ought to be. In other words, it describes "the art of teaching"...what the title claims. If the reader expects more, it is the responsibility of the reader to expand on the vision created by the book (with other titles) as they see fit. My only criticism is that Highet could have used a greater number of relevant examples, but chose instead to be overly-eloquent in his descriptions.

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James E. Egolf

A Timeless Antidote to "Education Experts" and Their Academic Bafflegab

May 19, 2006

Format: PaperbackVerified Purchase

Gilbert Highet wrote an informative yet charming book on teaching. THE ART OF TEACHING was published in 1950, but Highet's suggestions and insights are still useful and relevant. Highet would probably be shocked over what is now expected 56 years after this book first appeared, but his book is still important and useful.

Gilbert Highet not only presents effective suggestions, he enlightens his readers about The Great Books of Western Civilization. This is important in that intelligent men have been good teachers. For example, Highet cites Socrates (c470-399 BC)as an example of a good teacher and one not impressed by the more "professional" sophists. Highet cites Huxley as a great lecturer, and lauds Henri Bergson (1850-1941) as examples of knowledeable men who could effectively lecture to large audiences. Highet gives high praise to the Jesuits whose passion for knowledge and good teaching was well know and even openly admitted by their most severe critics. To paraphrase Highet, the Jesuits' worst enemies never condemned the Jesuits for bad teaching.

The anecdotes that Highet uses are useful not only as examples of great teaching, these anecdotes reflect Highet's vast learning. This reviewer read many of the books that Highet cites and found Highet's insights to be profound. A well read man could benefit from THE ART OF TEACHING in that he would re-read some of the classis in literature, philosophy, history, etc and gain importnat insight that he did not previously have. Highet incites the careful reader to read the Classics and Great Books both for their useful suggestions and the merits of great thinking and writing. For example, Highet often refers to Aristotle (384-322 BC), Shakespeare (1564-1616) whose great dramatic literature are examples of moral codes, moral dilemmas, etc. and certainly food for thought.

Given Highet's vast knowledge, he offers three basic requirements for good teaching. First the good teacher must have a thorough knowledge of the academic discipline. The good teacher must also have a passion for what they teach. Finally, Highet suggests that the good teacher must like his/her students.
Highet demonstrates his learning by the numerous citations of great men and Great Books.

The final chapter of THE ART OF TEACHING is the weakest. Highet could have revised this chapter or used something else. Yet, he does make some good points regarding parents and children which should be learned by every parent of school age children.

One must again note that Highet's book was published in 1950 when there may have been some hope. Highet does cite problems of violent, disruptive students and admits there may be no immediate solution. However, he would be shocked to know that many public high schools are increasingly dangerous places to work. He would also be shocked at the intellectual apathy of too many students. Part of the blame can be attributed to "educational experts" who know nothing of substantial learning. These "experts" claim to have all these methods that are suppose to solve all problems of learning and teaching. Yet, the record of applying these methods is increased illiteracy and lack of learning. Students and parents are not held responsible, and learning is the students' responsibility and not the teachers' fault. Rather than collect phony surveys and accumulate statistics, "experts" should have a clear uderstanding of cause-effect relationships. The "experts" do not understand this because to understand cause and effect relationships requires knowledge and reason which these "experts" do not have.

Highet also encourages teachers to urge students to achieve intellectual prowess and and knowledge. He offers suggestions to help both teachers and students. What is sad is that current view of education "experts" is that students should not excel. The situation was bad enough when such experts argued that teachers should not know more than their students. Now, these "experts" argue that teachers should know less. So called education experts are now promoting that "No child should be left behind." This actually means that no serious student should ever get ahead. The fact is serious learning requires patience, self discipline, hard study, etc. These requirements are now replaced by political correct nonsense and phony sensitivity.

One should note that those reviewers who critisized Highet's THE ART OF TEACHING actually betrayed their own lack of knowledge and intellectual inadequacies. Anyone who has a sense of self respect and is knowledgeable can appreciate this book. Anyone who is intellectually shallow and not appreciate bona fide knowledge will not appreciate this book. If this seems harsh, so be it.

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