By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my knowing of educating and studying. Insights, questions, and conflicts are printed via a sequence of essays during which my evolving instructor identification is illuminated via literature and mind's eye. optimistically examining this portrayal of literature, which has been a resource of academic perception and mind's eye for me, might be of use to different educators as they consider their very own educating. the first works of literature used to facilitate this trip are: The pink 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 people (1903). via delving underneath my external 'teacher mask,' a college 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 profit educators through delivering a brand new pathway by 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 creative and encouraged discourses with literary figures, utilizing genuine quotations as content material for unique commentaries that additional learn the intrinsic nature of instructor id. My desire is this trip will motivate different educators to extra consider realities and probabilities of what it potential to be a instructor.
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Extra resources for Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum
I am asking students (and myself) to critique situations in which there is no definitive right or wrong answer. Instead, responses offered and argued can now qualify as right and wrong. 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.
The good wound! Oh! ” (p. 769). At the moment Valjean is blessed with recognition of his spiritual identity, he is simultaneously tortured with awareness of his sins. Hugo calls this moment a collision of “the same harm and the same blessing” (p. 755). At the glorious moment in which he is reborn with a new identity, Valjean nevertheless “felt a deep and undefinable anguish in his heart” (Hugo, 1862, p. 752). Valjean opens up my classroom discussions in ways I had never previously thought possible.
Again, I see in Henry my spiritual doppelganger. As I read and re-read these turns of events in The Red Badge of Courage with my students or on my own, I can identify with this sort of intuitive awareness. After all, I ask myself, what lies beneath the veil of a “Teacher of the Year” recipient who has been selected based on the quantitative gains in assessment scores? What is gained and how much is sacrificed in order to achieve a Golden Apple award of public recognition (perhaps an instructor’s equivalent of a soldier’s red badge of courage)?