A discussion around "best practices" is always an interesting one. What constitutes "best," who is defining it, and for whom? In my experience, "best" practices are just good pedagogy. And good pedagogy relates back to the student, the context and the learning environment.
I was reminded of this when I ran across a workshop at the Institute for Humane Education. "Do most good - do less harm" is a mantra that fits with spiritual and environmental practices. How, I thought, does it fit in with education and the idea of what is "best?"
"Best" implies a competition. Sometimes, it's is interpreted as not only the next best thing, but the only thing, the thing that will reach students, get them engaged, reduce attrition and promote success. Some schools have archives or basements filled with the next best thing, brought in by various teachers throughout the years.
Often "best" is seen as the panacea to all that ails a particular content area or programming need. The need to define our learners in their particular context is key to ensuring most good pedagogy. What is best is dependent on the multifaceted nature of learning and teaching. The interplay between the complexities of interactions.
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