Download 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 realizing of training 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. with a bit of luck analyzing 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 about 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 folks (1903). by means of delving underneath my external 'teacher mask,' a college 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 profit educators by means of offering a brand new pathway during which to higher comprehend their intrinsic identities as academics. each 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 artistic and encouraged discourses with literary figures, utilizing genuine quotations as content material for unique commentaries that extra study the intrinsic nature of instructor id. My wish is this trip will motivate different educators to extra give some thought to realities and chances of what it capability to be a instructor.

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Extra resources for Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum

Sample text

It was a transfiguration: Being just out of that misshapen and gloomy thing which is called the galleys, the bishop had hurt his soul, as a too vivid light would have hurt his eyes on coming out of the dark. The future life, the possible life that was offered to him thenceforth, all pure and radiant, filled him with trembling and anxiety. He no longer knew really where he was. Like an owl who should see the sun suddenly rise, the convict had been dazzled and blinded by virtue. One thing was certain, nor did he himself doubt it, that he was no longer the same man, that all was changed in him, that it was no longer in his power to prevent the bishop from having talked to him and having touched him.

Receive this in kindness, if you will. Before the galleys, I was a poor peasant, unintelligent, a species of idiot; the galley changed me. I was stupid, I became wicked; I was a log, I became a firebrand. Later I was saved by indulgence and kindness, as I had been lost by severity. (Hugo, 1895, p. 235) Because of the Bishop’s act of faith and forgiveness, Valjean is no longer a mere galley slave. Instead, be becomes a galley slave who obeys his conscience. To what extent are we metaphorical galley slaves to what we know we need to do in terms of external regulations, restrictions, and bureaucratic obligations?

Beyond sharing information and addressing standardized curricular goals, is there no transparency in our teacher persona to reveal glimpses of values, ideas, and thoughts that define and inform us as human beings? By contrast, Valjean’s earthly identity remains concealed while his inner soul and values become more transparent. 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.

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