By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my figuring out 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. confidently studying this portrayal of literature, which has been a resource of academic perception and mind's eye for me, can 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). via 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 learn goals to profit educators via delivering a brand new pathway by which to higher comprehend their intrinsic identities as academics. each 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 study the intrinsic nature of instructor identification. My wish is this trip will motivate different educators to extra consider realities and probabilities of what it capacity to be a instructor.
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Additional info for Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum
By using literature as our curriculum for living, my students and I experience what George Willis and Anthony J. Allen (1978) identify as a phenomenological attempt to move from a surface level of experiencing to a deeper level of experiencing experience. For Henry, the hymn of twilight is the sound of tranquility and truth emanating from within without interference of external noise. For my students and me, hymn of twilight is the sound of our inner voices as we attempt to ascertain values and beliefs that resonate with who we are.
P. 166) It is in this way I have come to regard Victor Hugo’s (1862) Les Miserables as a story of education. It has deepened my reflections on what it means to be a teacher. Throughout his transcendent journey, Jean Valjean demonstrates how a re-vitalized conscience can humanize one’s life’s work, add dignity to one’s life’s choices, and protect us from a physical universe that threatens to usurp the soul of our personhood. It is this human conscience that liberates us from being the shadow of a person, the specter of a teacher, and a wee obscurity.
Can I conceal myself forevermore? (Kretzmer, 1985, p. 9) Honesty would end his good works while dishonesty would allow his good works as factory owner and mayor to continue. / He gave me hope when hope was gone. / Who am I? (Kretzmer, p. 9) Within an interactive debate format, students explore Valjean’s dilemmas (legal and moral). The line between legal and moral considerations becomes more tenuous as the debates progress. This debate challenges students to examine issues of law and conscience.