Bates 1960 research and findings

Bates Debate

Bates states that 'it is required by definition that a single individual occupy only one position in the structure of a group:' Is it an accurate statement in educational settings? Consider, for instance, the case of a teacher who views himself/herself as a facilitator who collaborates with his or her students to create knowledge.

The modern role of teacher has changed and evolved exponentially over the past several decades. Western Culture has now developed in such a way that the concept of the teacher as the final arbiter of all knowledge and wisdom is being set aside. Now instead active inquiry and debate by students is encouraged as will as the freedom to disagree at times with what is being taught. The role of teacher has now expanded to include many different roles and responsibilities. While Bates is somewhat correct in his statement, the blanket nature of it implies inflexibility of the role being discussed. Yet he himself appears to acknowledge that there is more to roles and interrelationships than this monochromatic statement implies. In the next sentence he states that, "It is further required that such a position be reciprocally related to every other position in the group structure." (Bates 1960) While his idea of reciprocal is perhaps also a little more restrictive and still implies a top down leadership approach, he does at least accept the multiple natures of roles in any given structure.

However, throughout the article there is always a separation of powers, so to speak. He certainly has the typically corporate attitude of the leadership structure that was prevalent up to the 1950' and 1960's. This structure was certainly held in high esteem in the teacher student relationship of discipline and leadership throughout that time as well, but now has since had to 'keep up with the time.' The increasing predominance and improvements in heightened technology and communication of information via computers and the internet has given students an amplified edge during the learning process itself. In fact the natural curiosity of the student has been very compatible with these new facilities and is one of the reasons the switch to active inquiry on the students part has developed.

In Bates' strict view the teacher is in the role as the authoritarian leader of the classroom and his or her relationship with the students should be clearly defined. This is of course true, the teacher must keep the class on track and needs to be somewhat the final decision-maker of the group, otherwise chaos and not learning could result. But to leave the poor teacher up on a pedestal, 'occupying only one position' is simply impractical in today's educational environment. With this 'new' ability for students to think for themselves, the teacher must occupy several levels of roles and varying interactions in order to adapt to this multi-tasking and challenging environment. This means that the teacher must become a co-constructor of knowledge, engaging in this process with the student. The importance of equal rights also plays a major part here as well and the values of choice, individualism, creativity, collaboration, equality, and a respect for many differences and diversity in the classroom must also be taken into account. This can certainly blur the line of a one-education-style-fits- all concept of teaching.

Bates go on to state that, 'reciprocality between rules mean that the performance of one row implies and requires the performance of the other.' This implies that the teacher speaks and students simply learn, and that is the extent of the roles of performance required. Unfortunately Bates limits the word 'reciprocality' here in that while there is give and take there is no change or adaptation that is also a requirement of teachers in the current educational environment. Self-reflection has become an almost mandatory requirement for teachers to undergo. By assessing their teaching styles and monitoring their results through the student's grades, teachers have to be able to change their styles and methods to fit the needs of their students. This is the concept that is missing from the Bates article. Interaction needs to result in change for both parties, not just one. The process of education has become now, and possibly forever changed to, an interactive process between student and teacher. Teachers even employ role reversal as a technique to for both themselves and the students to learn how the 'other side' thinks and works. This creates the much needed empathy and compassion from both sides of the process, which creates a successful educational environment.

While one would certainly agree with Bates that there is a certain need for control and order in any group strategy, by seeing the roles as only a top down approach to simply passing on information, it misses the mark. Teachers who assume this standpoint rarely explain the information they are passing out and simply require memorization of predetermined information. If they did that could lead to students actually questioning that information and by inference challenge their role as teacher. While there are certainly some of this breed of teacher left, they will have little choice but to eventually give way to a more interactive and co-educational environment in the present state of education. Society now insists upon it.