Teaching, Reason and Risk

Abstract

In his writings on teaching, Israel Scheffler has argued for the close connection between teaching and reason, an argument which can be summarized by, “Teaching is…an initiation into open rational discussion.” This essay examines Scheffler’s thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler’s thesis is consistent with a view of teaching in which it can be achieved through “kindness, good example and the efficacy of unconscious imitation,” characteristics of the private, reproductive processes typical of women. It is then argued that Scheffler’s concept of teaching is compatible with views of education that try to do justice to both reason and emotion, mind and feeling.