By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my realizing of educating and studying. Insights, questions, and conflicts are printed via a chain of essays during which my evolving instructor id is illuminated via literature and mind's eye. expectantly examining 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 consider their very own educating. the first works of literature used to facilitate this trip are: The crimson Badge of braveness (1895), Les Miserables (1862), and American fool (2004); mild in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, evening (1960), and The Souls of Black people (1903). through delving underneath my external 'teacher mask,' a university of pictures, anecdotes, reflections, aspirations, and fears is uncovered. As a source for pre-service lecturers or a reflective workout for veteran academics, this research goals to learn educators by way of supplying a brand new pathway in which to higher comprehend their intrinsic identities as academics. every one bankruptcy concludes with "Recommendations for mirrored image" that readers are inspired to contemplate 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 extra research the intrinsic nature of instructor identification. My wish is this trip will motivate different educators to additional think about realities and chances of what it skill to be a instructor.
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Extra info for Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum
But what happens when the tourist questions the motives and expertise of his guide? It is only when Henry begins leading rather being lead and thinking instead of being told what to think that he discovers that the lieutenant himself was the lunkhead mule driver who was blindly following the orders of his superior (and equally ‘lunkheaded’) officer. 19 CHAPTER 2 The more Henry would blindly follows orders, the more likely he would be to achieve a red badge of courage, high military honors, medals, and stripes.
Who knows that man is not a prisoner of Divine Justice. Look closely into life. we ourselves? Who am I who speak to you? Who are you who listen to me? (Hugo, 1862, p. 831) If we are educators, then who are we really? Are we rules, laws, and academic skills personified? Or are we compassion and conscience embodied? How often are we teaching from places of shadow and how often from fields of light? How frequently do we lead our students (and each other) into shade and how often into light? These 28 CHARACTER AS CONSCIENCE questions delve to the heart and soul of teaching.
The more his external identity is hidden (from police, from friends, and family), the more his internal persona is exposed. For me, one of the most instructional (and inspirational) passages of the text are when Valjean articulates the depth of his humanistic understanding of living, loving, and learning: Certain thoughts are prayers. There are moments when, whatever be the attitude of the body, the soul is on its knees…the future belongs still more to the heart than to the mind. To love is the only thing which can occupy and fill up eternity.
Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum by Edward Podsiadlik III