A Speech and Language Pathologist's Experience with Analytic Teaching

Abstract

Introduction:  "Analytic Teaching?  What is that?"  This is a question that I have been asked many times since I changed my major area of emphasis, on my master of arts degree plan, from English to analytic teaching.  This was a question I had also asked when a friend, who had taken courses in this area, recommended this course of study to me.  Fortunately I took my friend's advice and have been reaping the benefits ever since.  As a speach and language pathologist, I have worked with students who have language disorders for a number of years.  These students generally have a deficit in the area of abstract reasoning and thinking capabilities.  Therefore I have worked in this area in my profession for many years, attempting to be innovative in my methods of remediation and constantly searching for a new and more appropriate technique.  Never have I used a better, more successful method than the one that Matthew Lipman has designed and published.  No longer am I infiltrating my ideas into the lesson, nor am I interjecting any of my more biased opinions.  Therefore I am not leading my students to reason and think as I do.  In applying Lipman's methods, I only motivate and encourage my students to reason and to think for themselves.  This they have learned to do in a much more appropriate manner, using the method of philosophical inquiry.  It has been an amazing and rewarding experience for me as well as for my students.