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

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 published via a sequence of essays within which my evolving instructor id is illuminated via literature and mind's eye. optimistically interpreting this portrayal of literature, which has been a resource of academic perception and mind's eye for me, might be of use to different educators as they think about their very own instructing. 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 folks (1903). through 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 profit educators by way of offering 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 think about 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 actual quotations as content material for unique commentaries that additional study the intrinsic nature of instructor identification. My wish is this trip will encourage different educators to additional ponder realities and probabilities of what it potential to be a instructor.

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If the baseball coach images and influences are the negative ones I need to expunge from my pedagogical methods, interactions, and discourse, then it is the conscious and subconscious images of my Latin experience that I need to nurture in order to transform my teaching into a practice which is intrinsically, professionally, and personally satisfying in terms of what I truly hope to accomplish as a teacher. The act of differentiating between teaching and learning that emanates from or leads to paths of lightness from those of shadow is an act of epiphany.

As an entrepreneur, he is able to offer work to many unskilled people and as mayor he holds a leadership position with which to further help others. Nevertheless, when dogged police inspector Javert arrests someone believed to be the escaped convict Valjean, the real Valjean faces a test of conscience. He examines his options through thought, meditation, and prayer: If I speak, I am condemned. / Who am I? Can I condemn this man to slavery? / Pretend I do not see his agony? This innocent who bears my face/ who goes to justice in my place.

In what ways do we sense or intimate the souls that lie beneath the surface? To what degree do we teach only the body and form of our disciplines? How much of the chronology of history do we 38 CHARACTER AS CONSCIENCE impart versus the curiosities of the historian? How much import do we place upon the formulae of mathematics versus the creativity of the mathematician? How often is the passion of a scientist hidden somewhere beneath the explicit procedures of science? Behind the discipline of the scientist is his passion.

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