3.3.5.4 Scholarly Attitude

If a teacher would cultivate an appetite for learning among his pupils he must himself hunger for knowledge.

Most young people will “take intellectually if sufficiently exposed.” A scholarly attitude implies first of all a growing mastery of subject matter. To quote an eminent writer on religious education, ”

A common bane of Sunday school teaching has been the haziness of the teacher’s own ideas concerning the truths of religion.”

Fancy the hostess who would invite her guests to a dinner, and upon their arrival indicate to them that she had made only vague plans to receive them.

No special place for their wraps, no entertainment for their amusement, and then fancy her asking them to sit down to a warmed-up conglomeration of left-overs.

Of course, it is only in fancy that we can imagine such a service. Yet reports frequently indicate that there are class recitations, intellectual banquets, for which the preparation has been about as meagre as that indicated.

Surely he who would feast others upon His word should prepare unceasingly. Let us keep in mind the comment—”We like the fellow who tells us something new.”

Along with this mastery of subject matter, a scholarly attitude implies both broadmindedness and openmindedness.

Seekers after truth should welcome it from all available sources, and ought not to be handicapped by bias or prejudice.

Tolerance and a willingness to entertain questions—a constant effort to view a subject from every possible angle—a poise that attends self-control even under stress of annoyance—these things are all involved in a truly scholarly attack upon any given problem.

Related posts:

1. 3.3.5 Fundamental Principle of Teacher
2. 3.1.1 Presentation of Facts
3. 3.2.2 Guarantee of Ones’ Own Growth and Development
4. 3.3 Personality
5. 3.3.5.3 Optimism