Go to  Advanced Search

Please note that cIRcle is currently being upgraded to DSpace v5.1. The upgrade means that the cIRcle service will *not* be accepting new submissions from 5:00 PM on September 1, 2015 until 5:00 PM on September 4, 2015. All cIRcle material will still be accessible during this period. Apologies for any inconvenience.

Humor is human, teaching is human. Humor is teaching?

Show full item record

Files in this item

Files Size Format Description   View
McQueen_Danielle_IOP_May7_2011.docx 125.5Kb Unknown data format Conference Paper   View/Open
Title: Humor is human, teaching is human. Humor is teaching?
Other Titles: [Humour in the Classroom]
Author: McQueen, Danielle
Subject Keywords humour;teaching
Issue Date: 2011-05-07
Publicly Available in cIRcle 2011-09-07
Abstract: [Conference Program Abstract] English poet Wendy Cope sums up my feelings on searching for the definition of humour, ―If anyone needs me to define ―funny‖ or ―humorous‖, they have my sympathy‖. Is humour a tangible one line definition or is it a frame of mind or perspective that we take into situations? There is no single theory on humour or even an agreed upon definition, which makes for a great (and frustrating) inquiry as there is no single answer. Harvey Mindness provides an analysis of what he calls ―the humorous frame of mind.‖ Six characteristics are essential to this outlook or attitude and help to define humour beyond thinking something is funny and 20 consequently laughing. The characteristics are: flexibility, spontaneity, unconventionality, shrewdness, playfulness and humility. These characteristics are not only essential when defining humour but I argue they are essential qualities for teachers and students alike to possess. But why are these qualities important? As philosopher, psychologist and educational reformer John Dewey believed, education is not preparation for life but rather, life itself. Teachers and students must laugh, cry, and feel anger, joy, elation and disappointment because they are human. The expressions of these feelings belong just as much inside the classroom as they do outside. Developing a humorous outlook depends on teachers valuing humour as a way to make teaching and learning more fully human.
Affiliation: Teacher Education Office
URI: http://hdl.handle.net/2429/37149
Peer Review Status: Unreviewed
Scholarly Level: Undergraduate

This item appears in the following Collection(s)

Show full item record

All items in cIRcle are protected by copyright, with all rights reserved.

UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: 604-822-6375
Fax: 604-822-3893