Why does it happen a lot that linguists teach pragmatics without taking into account the philosophy of ordinary language, they teach linguistics without highlighting the long term goal of knowing about the way human mind works?
In order to start a topic subject to explanation it is always necessary to give a motivational introduction, and in this introduction it may well be pertinent an updated overview, a global approach, a general theoretical framework.
It is important to offer students a broad initial introduction to a subject from a multidisciplinary perspective and a bibliography that will enable them to pursue this broader-angled approach on their own. Such a broad initial approach need not be at the expense of depth. In fact, if it is judiciously combined with close detailed intradisciplinary analysis, it can actually deepen students understanding of the subject.
Hello Khalid Shakir Hussein,
You have certainly broached up a very interesting question. Notably, teachers' knowledge of what they teach has a great bearing on the way course outcomes are materialized. In point of fact, knowing has recently turned into one of the basic parameters in modern teacher education programs for professional development. It is suggested that teachers need to acquire three types of knowledge ; namely, professional knowledge, procedural knowledge, and personal knowledge. Your question addresses teachers' professional knowledge provided by the experts of the field, and as you say, the philosophical theories and the reasons underlying a particular subject like pragmatics are very crucial in teaching and a prerequisite to procedural knowledge whereby a teacher tries to put his/ her theoretical knowledge into practice.
Best regards,
R. Biria
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