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In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.
This is a post-print version of an article originally published in Pedagogy, 2001, Volume 1, Issue 1..
The version of record is available through: Duke University Press.
Gregory, Marshall W., "Curriculum, Pedagogy, and Teacherly Ethos" Pedagogy / (2001): 69-89.
Available at https://digitalcommons.butler.edu/facsch_papers/202