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 sequence of essays within which my evolving instructor id is illuminated via literature and mind's eye. expectantly analyzing 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 give some thought to their very own instructing. the first works of literature used to facilitate this trip are: The purple 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). 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 academics or a reflective workout for veteran academics, this research goals to profit educators via delivering a brand new pathway during which to higher comprehend their intrinsic identities as lecturers. 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 additional research the intrinsic nature of instructor id. My desire is this trip will encourage different educators to additional examine realities and probabilities of what it potential to be a instructor.
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I believe that his cry for spiritual transformation, as expressed by Hugo (1862), has strong pedagogical implications: We must reform and transform. Certain faculties of man are directed towards the Unknown: thought, meditation, prayer. The Unknown is an ocean. What is conscience? It is the compass of the Unknown. Thought, meditation, prayer, these are the great, mysterious pointings of the needle. Let us respect them. (p. 437) 36 CHARACTER AS CONSCIENCE I hear Valjean crying out for education that reforms and transforms.
The infinite requires the inexhaustible. Love partakes of the soul itself. (Hugo, 1862, p. 785) If “the future belongs more to the heart than to the mind,” then where in our teaching do we address both the mind and the heart? To what extent is it even possible to achieve such an oxymoron as an ‘intellect of the heart’ or a ‘prayerful effort of the mind’? Of these questions, Pope John Paul II (2005) in his Sign of Contradiction writes: Prayer is indispensable for persevering in pursuit of the good, indispensable for overcoming the trials life brings to man owing to his weakness.
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. If they are neglected and remain in the shadows, Valjean warns us that there will be a price to pay: Have no fears of robbers or murderers.
Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum by Edward Podsiadlik III