3.2 Thinking, the Inverted Class Room, Augmented Reality,
STEM and Finance in Maritime Pedagogy
The art of teaching and learning and pedagogy in general is as natural to human
beings as breathing, because human beings are constantly thinking about interacting
with their environmental reality. This is why in pedagogy the most successful
strategies are those that will encourage cognition that will lead to using knowledge
positively. Thinking is crucial to pedagogy as clarified by ancient teachers such as
Socrates, who would challenge students with questions so that they can come up
with solutions to their own challenges.
31 This means for those engaged in maritime
business, they should be asking themselves constantly, is my teaching and learning
getting me to a point where I am able to think logically, scientifically and practically
about my service to the shipping industry?
If one is a Maritime Lawyer, for example, they have to ask questions such as, “Do
I understand the implications of the clauses of the contract I am deliberating, do I
understand the culture and procedures of the court or forum I am presenting my case
to, and have I read and understood relevant judgments? Do I even understand the
statements of the expert witnesses that are going to be cross-examined by the
opposition? If I am crew, for example, do I understand the protocol of running a
safe and tight ship and my own contribution to the manning of the ship?” This are but
a few examples of the aspects of successful thinking required in international
maritime business pedagogy and can form different questions depending on the
area of discipline.
Another example of pedagogical strategy that that created the buzz words ‘flipping the class room’ especially around 2013, involves the use of the ‘inverted class
room model.’ It is submitted that this strategy is very useful in international maritime
business pedagogy. It ‘means that students gain first exposure to new material
outside of class, usually via reading or lecture videos, and then use class time to
do the harder work of assimilating that knowledge, perhaps through problemsolving, discussion, or debates.’
32 It is submitted that this is one of the most effective
strategies of maritime pedagogy. If students are exposed to maritime materials in a
manner that impacts them personally outside of the classroom, they are likely to
interact more meaningfully with the material in class. They are more willing to spend
the time learning and teaching themselves the material, solving problems, understanding mathematical models and theories. Some students relate more to theory,
once it becomes important to them, this teaching strategy works well in achieving
that inspiration in a student, especially in a field as specialized as international
maritime business.
31 McGreggor (2007), p. 9.
32 Brame (2013).
Pedagogies and Strategies in International Maritime Business
617
STEM and Finance in Maritime Pedagogy
The art of teaching and learning and pedagogy in general is as natural to human
beings as breathing, because human beings are constantly thinking about interacting
with their environmental reality. This is why in pedagogy the most successful
strategies are those that will encourage cognition that will lead to using knowledge
positively. Thinking is crucial to pedagogy as clarified by ancient teachers such as
Socrates, who would challenge students with questions so that they can come up
with solutions to their own challenges.
31 This means for those engaged in maritime
business, they should be asking themselves constantly, is my teaching and learning
getting me to a point where I am able to think logically, scientifically and practically
about my service to the shipping industry?
If one is a Maritime Lawyer, for example, they have to ask questions such as, “Do
I understand the implications of the clauses of the contract I am deliberating, do I
understand the culture and procedures of the court or forum I am presenting my case
to, and have I read and understood relevant judgments? Do I even understand the
statements of the expert witnesses that are going to be cross-examined by the
opposition? If I am crew, for example, do I understand the protocol of running a
safe and tight ship and my own contribution to the manning of the ship?” This are but
a few examples of the aspects of successful thinking required in international
maritime business pedagogy and can form different questions depending on the
area of discipline.
Another example of pedagogical strategy that that created the buzz words ‘flipping the class room’ especially around 2013, involves the use of the ‘inverted class
room model.’ It is submitted that this strategy is very useful in international maritime
business pedagogy. It ‘means that students gain first exposure to new material
outside of class, usually via reading or lecture videos, and then use class time to
do the harder work of assimilating that knowledge, perhaps through problemsolving, discussion, or debates.’
32 It is submitted that this is one of the most effective
strategies of maritime pedagogy. If students are exposed to maritime materials in a
manner that impacts them personally outside of the classroom, they are likely to
interact more meaningfully with the material in class. They are more willing to spend
the time learning and teaching themselves the material, solving problems, understanding mathematical models and theories. Some students relate more to theory,
once it becomes important to them, this teaching strategy works well in achieving
that inspiration in a student, especially in a field as specialized as international
maritime business.
31 McGreggor (2007), p. 9.
32 Brame (2013).
Pedagogies and Strategies in International Maritime Business
617