In the realm of education, few names resonate as profoundly as that of Lee S. Shulman. Born in 1938 in Chicago to Jewish immigrant parents, Shulman’s journey from a yeshiva high school to becoming a towering figure in educational research is nothing short of inspiring. His work has not only shaped how we understand teaching but also redefined what it means to be an educator.
The Transformative Power of Teaching
Shulman famously declared, “Those who can, do. Those who understand, teach.” This powerful statement underscores his belief in the profound intellectual demands placed on teachers. For Shulman, teaching isn’t just about imparting knowledge—it’s about transforming one’s understanding into a form that others can grasp and apply. He viewed teaching as a deeply cognitive act, requiring educators to navigate uncertainty, adapt to diverse learners, and make complex decisions in real-time.
This perspective was rooted in his early experiences. As a doctoral student at the University of Chicago under mentors like Benjamin Bloom and Joseph Schwab, Shulman became fascinated by the structures of different disciplines—their unique ways of thinking, proving claims, and evaluating contributions. This foundational insight would later inform much of his groundbreaking work on subject-specific expertise and pedagogical content knowledge.
Pedagogical Content Knowledge: Bridging Theory and Practice
One of Shulman’s most enduring contributions is the concept of pedagogical content knowledge (PCK). Introduced in his seminal 1986 address to the American Educational Research Association, PCK represents the specialized body of knowledge that distinguishes effective teachers from mere subject matter experts. While both historians and history teachers may understand historical interpretation, for instance, only the latter possesses insights into students’ misconceptions about primary source documents.
At its core, PCK challenges two pervasive myths: that anyone with subject matter expertise can teach effectively, and that generic teaching strategies are sufficient across all subjects. Instead, Shulman argued that great teaching requires a deep understanding of how to represent ideas in ways that make them accessible to learners—whether through analogies, examples, or demonstrations. It also involves anticipating common misconceptions and knowing how to address them.
From Classroom to Profession: Elevating Teaching
Shulman didn’t stop at theorizing; he sought to elevate teaching to the status of a true profession. Recognizing that professions are defined by specialized knowledge bases and self-regulation, he collaborated with colleagues to establish frameworks for assessing teacher quality. His work laid the foundation for the National Board for Professional Teaching Standards, which remains one of the most respected systems for certifying accomplished educators in North America.
Through initiatives like performance-based assessments and teaching portfolios, Shulman emphasized the importance of capturing the complexity of teaching. Rather than relying on simplistic checklists, these tools aimed to reflect the multifaceted nature of classroom practice—a testament to his unwavering respect for the wisdom of practitioners.
Scholarship of Teaching: Making Learning Visible
As president of the Carnegie Foundation for the Advancement of Teaching, Shulman championed the idea of a “scholarship of teaching.” He urged professors to make their teaching public, documenting their methods and sharing their findings. The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), one of his first creations in this role, invited scholars to investigate their own teaching practices and contribute to a broader understanding of effective instruction.
For Shulman, this wasn’t just about improving individual classrooms—it was about bringing recognition to teaching as a legitimate form of scholarly work. By making teaching visible and valued, he hoped to shift institutional cultures so that teaching could take its rightful place alongside research as a central pillar of academic life.
A Legacy of Ideas and Action
What sets Shulman apart is not just his visionary ideas but his ability to translate them into tangible change. From the development of PCK to the establishment of national standards for teaching excellence, his influence permeates every level of education—from kindergarten classrooms to graduate seminars. His insistence on honoring the complexity of teaching has spurred new directions in educational research, moving beyond behavioral checklists toward richer, more nuanced understandings of classroom dynamics.
Shulman once said, “Research begins in wonder and curiosity but ends in teaching.” Indeed, his career embodies this ethos. Whether exploring the intricacies of clinical reasoning in medicine or advocating for the centrality of teaching in higher education, Shulman has consistently bridged theory and practice, thought and action.
Conclusion: A Call to Action
As educators, policymakers, and lifelong learners, we owe a debt of gratitude to Lee S. Shulman. His work reminds us that teaching is far more than a technical skill—it’s an art, a science, and a calling. To honor his legacy, let us commit to valuing teaching as a profession, supporting teachers in their growth, and fostering environments where learning thrives.
So, the next time you step into a classroom—or reflect on your own journey as a learner—remember Shulman’s words: “The ultimate test of understanding rests on one’s ability to transform one’s knowledge into teaching.” Let us strive to meet that challenge, ensuring that every learner has access to the transformative power of great teaching.
References:
- Shulman, L.S. (1986). “Those Who Understand: Knowledge Growth in Teaching.” Educational Research.
- Shulman, L.S. (1987). “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review.
- Hutchings, P., & Shulman, L.S. (1999). “The Scholarship of Teaching.” Change.