By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my knowing of training and studying. Insights, questions, and conflicts are published via a chain of essays within which my evolving instructor identification is illuminated via literature and mind's eye. optimistically studying 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 contemplate their very own educating. the first works of literature used to facilitate this trip are: The pink 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). 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 lecturers, this examine goals to learn educators via offering a brand new pathway in which to raised comprehend their intrinsic identities as lecturers. 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 artistic and encouraged discourses with literary figures, utilizing real quotations as content material for unique commentaries that additional research the intrinsic nature of instructor id. My wish is this trip will motivate different educators to additional consider realities and chances of what it potential to be a instructor.
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Extra info for Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum
To what extent is my instruction authentic and meaningful? How can I, like Henry, illuminate the truths that lie beneath self-deceptions and public persona: His [Henry’s] mind was undergoing a subtle change. It took moments for it to cast off its battleful ways and resume its accustomed course of thought. Gradually his brain emerged from the clogged clouds, and at last he was enabled to more closely comprehend himself and circumstance. (p. 125)? Just as it took large-scale physical violence to obliterate Henry’s Cartesian thinking (is he either a hero or a coward, and is war or is religion the honorable choice), it took atrocities of ethical violence to disrupt my Cartesian thinking (instruction as either successful or unsuccessful, and student achievement as either substantial or stagnant).
Pp. 24-5) Valjean personifies a profoundly meaningful example of how spiritual and moral introspection can directly impact the lives of those around us. He embodies the calibre of spiritual introspection that scholar Clifford Mayes (2005) describes as such: A teacher may engage in deep introspection about herself as a teacher in order to explore why she decides to teach, the conscious and subconscious images and experiences that influence her…. The primary purpose of teacher reflectivity is to nurture and refine those images and impulses, transform them, or even expunge them.
Is he suggesting that these seeming opposites (dream/reality) are on some level interchangeable? Is it possible that a teacher’s youthful dreams of “changing the world” do not need to be sacrificed to political, economic, and bureaucratic ‘realities’? Fantine, another significant individual in Valjean’s journey, embodies the anguish of surrendering dreams to a reality of hopelessness and despair. Consider her words as expressed in the prayerful Broadway Les Miserables (1985) libretto: I dreamed a dream in time gone by/ when hope was high and life worth living… / I had a dream my life would be so different from this hell I’m living.