Teaching as an Art and as a Science

Teaching is an art and teaching is also a science. There is a science to artistry. There is technique, method and a systematic application of rules of governing aesthetic and functionality. As an artist, there are rules that state where and how color placement should be employed. Alignment to these constructs create a vibrant equilibrium, and even when there is a shift or a change in what is deemed beautiful or socially accepted, the prevailing norms are those that adhere to a rubric that defines the art itself. Pointalism, Constructivism, Romanticism, Colonialism; these and the myriads of other schools of art are disciplines in and of themselves that tell the world which lens to look at them from and how they should be evaluated. Likewise is the reality of teaching. There is a set body of principles which instruct us in the way the mind works, and research-based instruction that is aligned with best practices will always be a scientific element. What makes it scientific are the principles that govern it and its application. There is research that is both qualitative and quantitative in scope. The outcomes must be measurable and concrete. Creativity comes to play in the ‘how’ of instruction. Tailoring instruction to the needs of various learners is an art indeed. Taking what will work for one set of students and improving upon it so that other learners with different learning styles can cognitively access this learning is an exercise in this form of application and should be appreciated as an arduous task that employs the art of being creative while also being scientific in approach.