Anecdotes and Afterthoughts: Literature as a Teacher’s by Edward Podsiadlik III PDF

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 identification is illuminated via literature and mind's eye. with a bit of luck studying this portrayal of literature, which has been a resource of academic perception and mind's eye for me, could be of use to different educators as they think of 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). by way of 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 examine goals to learn educators via offering a brand new pathway wherein to raised 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 extra research the intrinsic nature of instructor identification. My wish is this trip will motivate different educators to extra think about realities and probabilities of what it skill to be a instructor.

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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?

P. 2) Which teachers in our lives (both in and out of the school building) have come to us from places of darkness? Which have led us into places of darkness? How have these teachers contributed to the educator (or individual) we have become or aspire to be? What educators in our lives have threatened, robbed, or even murdered a piece of our selves, our souls? For me, the responses to these questions transcend space and time as I am immediately transported to my eleven-year-old self lost in a monstrously grey mist of perceived personal injustice and humiliation emanating from the voice of the Little League baseball coach/teacher who operated from a philosophy that relied on ridicule and embarrassment as means to transform me into a more successful player.

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.

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