By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my knowing of training and studying. Insights, questions, and conflicts are printed via a sequence of essays within which my evolving instructor id is illuminated via literature and mind's eye. confidently interpreting this portrayal of literature, which has been a resource of academic perception and mind's eye for me, may be of use to different educators as they contemplate their very own instructing. the first works of literature used to facilitate this trip are: The purple Badge of braveness (1895), Les Miserables (1862), and American fool (2004); gentle in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, evening (1960), and The Souls of Black folks (1903). via delving underneath my external 'teacher mask,' a university of pictures, anecdotes, reflections, aspirations, and fears is uncovered. As a source for pre-service academics or a reflective workout for veteran academics, this learn goals to learn educators by means of delivering a brand new pathway during which to higher comprehend their intrinsic identities as lecturers. every one bankruptcy concludes with "Recommendations for mirrored image" that readers are inspired to think about separately and/or jointly. The spirit of daydreams permits me to combine literature, autobiography, and mind's eye via artistic and encouraged discourses with literary figures, utilizing real quotations as content material for unique commentaries that additional learn the intrinsic nature of instructor id. My wish is this trip will motivate different educators to additional think of realities and probabilities of what it potential to be a instructor.
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Additional resources for Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum
What teachers, like Hugo’s Bishop, have taught us lessons capable of penetrating what Hugo calls the “darkness in the atmosphere, darkness in the deeds, darkness in voices”? 30 CHARACTER AS CONSCIENCE My response to these questions again transcends space and time as I am immediately transported to my fourteen-year-old self sitting in high school Latin class. Although I recall little of declensions and classical rhetoric, the valuable lessons I learned and retained were the ones that penetrated a fragile adolescent temperament with wellsprings of self-confidence and self-worth.
Following the contemplative course modeled by Valjean, we are now considering situations of conflict and doubt: when is it ‘right’ to do ‘wrong’ or ‘wrong’ to do ‘right’. Surely the school’s discipline “Code of Conduct” manual with its clear cut lists of dos and don’ts won’t help us in this arena of moral deliberation and ethical reflection. Whereas measuring right and wrong according to the brain is an exercise of intellect and deterministic analysis (a positivistic compass, if you will), measuring according to soul is an application of heart and spirit (a metaphysical compass).
5. 6. 7. 8. 9. 10. 11. 24 How might educational systems and educators develop a greater harmony in terms of these pedagogical perspectives? Characterize the social, political, and economic situations and attitudes surrounding your educational environment. To what extent is the educational system operating primarily out of the Barthesean level of identity, wherein reading and reflecting serve mainly to perpetuate surface identities that we have been taught to accept? Which areas of the curriculum allow educators to challenge such prevailing ideologies and prejudices?
Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum by Edward Podsiadlik III