My Journey of Life and Learning (with occasional digressions)

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Life in the Jungle – Among the Sixth Graders

(…I want to write this post in the manner a military student of mine used in a short piece he wrote concerning his military training…it was long ago and far away…)

With the chiming of the bell, the smallish tribal members entered the clearing. Oddly, the females of this group were generally much larger than the males. After briefly pronouncing my customary introduction, communication was tentatively established. I began the ancient ritual of deciphering names from a list which elicited some degree of tittering among the more ebullient of the group. I made the unfortunate mistake of demonstrating my German skill when I commented about one member’s name being of Nordic origin. I used the correct pronunciation but this diminutive person was quick to laughingly “correct” me with the ill sounding English version. I offered a German verbal response which silenced the throng as they attempted to discern the intent of my words. I quickly regained control and continued the ritual to its conclusion.

The goal of this meeting was to introduce, discuss and clarify matters concerning number usage. Some quickly demonstrated a sound understanding of the concept. Others were tentative in their attempts, but repeated clarifications, varied according to how much comprehension they had shown to that point, enabled the small band to practice several pre-designed exercises. By the end of the hour, I felt comfortably assured that they could demonstrate ample mastery of the subject. A sounding chime prompted each of the group to put away what items they had removed from their respective kit bags and depart, leaving me alone in the clearing.

During the short time of isolation, I could hear the sounds – sometimes softly, sometimes roaring – amidst the mystery of this other world in which I found myself. My self indulgent congratulatory interlude was all too short.

After approximately five minutes, another small group of about the same number entered the clearing and after a few brief attempts to test the bounds set for these encounters, the bedlam subsided. The proper introductions and rituals were then observed. This process repeated a total of six times, each iteration proving successful. At the end of the day, I found my way through the labyrinth of hallways to the office, surrendered my pass and found my way to my conveyance home.

So, in short…Sixth Grade math…some apprehension but another great day! I’ve thought for some time that I had a calling to teach. So far, my experiences are only confirming my suspicions. I accepted a call to substitute tomorrow, but there was no subject or teacher mentioned in the posting. I guess maybe I get to venture deeper into the jungle…hopefully, nothing becomes anything like Conrad’s tale!

 

 

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Literary Dystopias – Are We There Yet?

Oracle of DelphiBelow is the revised version of the introduction for my Master’s Thesis. Please read, respect my literary rights (don’t plagiarize), and PLEASE, PLEASE, PLEASE provide constructive feedback. Plenty of you who will read this have your advanced degrees already. If I need to expound, shorten, condense, add, delete, say so.

Thanks!

Literary Dystopias – Are We There Yet?

Oscar Wilde asserts that “Life imitates Art far more than Art imitates Life” (382). This comment prompts exploration into the complex intertwining of fact and fiction within dystopian literature. Authors utilize fears or expectations based on events contemporary at the time of writing. The realization of these fears creates positive or negative consequences which are portrayed within the work of fiction and later readers are able to compare their realities to what of the authors’ fears and expectations have actually occurred. Rob MacAlear emphasizes that the fear presented with dystopian literature must be conceivably imminent, thereby persuading the audience that urgency is needed to avoid the situation presented within the dystopia (28). By using this model, authors may create their communities, cities, or planets, portray likely impacts and the readers are then left to consider how astute the authors’ forecasts may have been considering technological or societal change, how common the authors’ expressed fears were and how that impacted developments between the date of publication and today. In many cases, Wilde’s quote about Life imitating art proves true, as Pfaelzer observed, “nineteenth-century utopists anticipated much of today’s welfare state” (“The Impact” 453) and cites such developments as social security and universal education to support that observation.

The three specific texts herein examined present an “arc” of dystopian literature from the late 19th century through the beginning of the 21st century. Anna Bowman Dodd penned The Republic of the Future when “worker riots, class, race and sex struggles were widespread and sometimes violent” (447), the Industrial Revolution was occurring, and the activists proclaimed the virtues of socialism. Aldous Huxley published Brave New World when the global community was between two world wars, trying to reconcile the nightmares presented by technology with the dreams it simultaneously offered (Diken 153). Never Let Me Go, by Kazuo Ishiguro, presents a view of a dystopia that exists based on technology and generational issues that are current with the present day. Medical advances, especially in the form of organ transplantation, add plausibility to Ishiguro’s piece. Isolation felt by the clones may be shared by modern readers for whom the world may have been shrunken through the internet and online discourse yet yearn for the personal contact that is being eroded through email, texting and other impersonal communications.

The narrative point of view is different in each of the novels examined and this reflects a temporal continuum concurrent with points of view and means of communication common to the time in which the authors wrote. Dodd’s novel is strictly an “outsider” affair as the omniscient narrator and protagonist writes of his adventure in a foreign land via personal letters to a friend and in this way is the most remote from the reader. In Dodd’s post-Victorian age, letters were a common means of communication, so the correspondence between Wolfgang and Hennevig would be understood to her readers. Huxley presents a modernist tale, the first paragraph contains only sentence fragments and this reflects the dominance of the mechanical over the humane which is the conflict throughout the story. The third person narrative style provides readers a glimpse into character thoughts and emotions which reflect compliance or resistance of respective characters as well as how they have been impacted by the mechanized, engineered world they share. Ishiguro presents a first person account similar to a memoir type of writing which brings readers into a feeling of sympathy and intimacy with Kathy H., the memoir’s author. By presenting his fiction as a memoir, Ishiguro removes the “aura of otherness” common to clone characters and by presenting her situation in this way, makes the story about Kathy and her compatriots and this removes the “bioethical alarm” so commonly sounded when the idea of cloning is broached in literature (Marks 333). Though Kathy and the other clones are not part of the common population, the first person view in the novel precludes viewing the clones as oddities or mere scientific creations.

Up for Air and Back Down

Somehow, I survived the Holidays, and most of Winter!

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Alright! Welcome to nobody who doesn’t read my blog. I KNOW it’s been awhile since I got on here and wrote anything. I don’t believe I even posted anything from my Studies in Shakespeare or Gender Studies class. Maybe I’ll go back, find one or two of my posts and share them here.

My bottom line on Shakespeare – I’ve always loved to read and watch his plays and I STILL really need to watch a live performance. At least by really studying, instead of just “reading for pleasure,” I feel I have a much stronger grasp of the subtleties and wordplay he so masterfully used. In my final paper, I tied Sonnets to specific scenes in a few of his plays. Seems most scholars love to go after the whole “gender” topic (which was basis for my ORIGINAL thesis, thank you James!) but that’s been severely analyzed, almost to the point of  cliche. Since I’m not usually one to “shrink” from a task and I remarked the common veins I noticed between the Sonnets and plays, with one week left in the course, I dove right in, worked my way through the paper and earned a good mark. Awesome experience all the way around. I’ll still read his stuff from time to time for fun, but now I have a whole different way of viewing it.

Gender studies – I was intimidated as hell. Only three men in the class, I was the only straight one. I guess if the whole point was to examine and see how authors and feminist philosophers can shake up the “hegemony,” all anyone would have to have done was interview me! My prof was very supportive, though, and nobody flamed me for anything – in fact all the feedback was very constructive. I learned about quite a number of very gifted authors and their works as well as some interesting philosophical views. My final paper focused on how “Offred” becomes a woman, as based on Simone de Beauvior’s writings, through her ordeal in Magaret Atwood’s “The Handmaid’s Tale.” Seems with that novel that everyone is worried about it “happening here,” especially in view of this upcoming election. Well, I saw much of the totalitarian government imposed on people in the Warsaw Pact during my Cold War time in West Germany and West Berlin. I guess, in a way, I kind of know how THAT story ends.

Then, I enjoyed my week between classes. Fifty two years old and just last Monday spent the entire day fishing entirely on my own. I always wondered about guys who did that and spoke so fondly about it. Well, I can attest that I attained a wonderful state of relaxation during the day – heck, didn’t matter to me if I even caught a fish.

Now I go into my study of WORLD LITERATURE!! Woo hoo! Hey, I really am excited! My prof seems excited to facilitate studies in the subject, which is quite a bit more than I can say of one or two profs in my recent past (ahem). But, I’m still relaxed, so I’m not going to rant (now).

First reading is by Thomas Mann, “Death in Venice.” One thing I already notice and I’m sure I’ll work into this week’s discussion somehow – Mann is German and in a footnote on page 82, mention is made to our protagonist’s name, “von Aschenbach.” The footnote claims that the “von” was reserved for nobility, which is not absolutely true. The name may be attributed to a person belonging to a family of note but nobility is NOT a prerequisite nor does anyone need to have “von” conferred upon them, though the German administrative procedure necessary to legally change a name is exhaustive and the Court would have to “grant” one the name change. More than likely, Mann could be making a swipe at Aschenbach. Historically there has always existed a regional rivalry between the predominently Catholic Bavaria and Protestant northern Germany. Mann is from Luebeck, which was a member of the Hanseatic League which was essentially a Plutocratic alliance of several European states. These merchants always held some degree of  contempt for those who were considered “nobility” by birth, though they (the merchants) were quite nepotistic themselves.

This observation is based on my three years of High School German instruction from a dear lady from Rheinland-Pfalz (Rhineland Palitinate), my eight months of studies at the Defense Language Institute with Frau Albrecht (eine huebsche Hamburgerin mit wunderschoene blaue Augen), Herr Doktor Professor Schulz (from somewhere in Florida) and my eight years service, speaking mostly German, in Germany. A good portion of my time was spent in Bremen, which was another member of the Hanseatic League, as was Luebeck. I was required to learn quite a bit about the history of that organization while working there. The German cities of Bremen (with its better known exclave of Bremerhaven), Hamburg, and Luebeck each still hold the title of “Free City” and have the same rights as the larger States.

Sometimes, it just seems…

I tried to post this last night from my “Smart-phone.” It didn’t work so well, so either my phone is smarter than I am, or *shudder* I actually believe that’s true. What a messed up world! But that’s another post.

What I wanted to post last night was this:

Church meeting…I’m there early…a lady I knew was there…I tried to make small talk…she was concerned because she was not in “Church clothes” for the meeting and I was there with my tie and coat…I reassured her that since she had likely just come from work, there was no problem…she had just come from work, so I asked what she did…she is a teacher…I said, “That’s great! I’ll need to talk with you and ask for your help because I want to teach and my Masters degree will be done by June”…she looked me up and down, asked me what I wanted to teach…”English,” I reply, like a good, optimistic scholar…”Good luck with THAT!” she says with a, too me, disheartening voice…

Here’s where the title comes in. Why is it that I try so hard to build others up just to have myself trounced? Regardless if she has had a bad experience teaching or not, regardless if she knows that English positions are hard to acquire, why pour rain on someone’s parade? Or, have I just been “brain-washed” through instructor training and in the Church that I need to nurture those around me? I don’t think that last one is true, because that would mean at the bottom of  it all, I’m just a “bad person” and I really don’t think that’s the case…I don’t think that’s ANYBODY’s case. So, the lady at Church likely just had  a hard, busy day in front of students…holidays are coming…Church meeting was early in the evening…she probably hadn’t had time to eat dinner…so she was maybe just cranky. As for continuing to build up others, maybe, someday, someone other than my wife, kids and family will think that I’m worth building up…so all my efforts won’t be in vain.

It’s so easy to tear a building down…a sledge hammer, bulldozer, maybe a crane…all too easy to use. Creating or repairing a building requires so much more…plans…planks cut just right…nails, screws…plywood, sheetrock panels, all those have to be cut to just the right size…

 

Teaching Philosophy and Activity

So, things are drawing to a close in ENG555 and LIT 512. I’ll post this up here, if anyone reads it, feel free to comment. From what I understand, a teacher’s “Teaching Philosophy” changes and evolves with them. So, if my current philosophy seems naive, find a classroom for me to get into! It’s pretty hard to write about “being” a teacher when the door is constantly SLAMMED in my face when I try to “become” one. (Geez, here I go ranting…maybe I’ll post another blog in a bit and let my unleash my full tirade…)

Well, I’ll say this last bit, then post my Philosophy and Activity –

IF THERE IS SUCH A DIRE SHORTAGE OF MALE TEACHERS WHO WANT TO TEACH AND HAVE A POSITIVE IMPACT ON THE YOUTH OF THIS NATION, WHY AREN’T YOU ALL KNOCKING MY DOOR DOWN???

Okay, now for the Philosophy and Activity:

PHILOSOPHY OF TEACHING

“Learning is a lifelong process and I have as much to learn from my students as they have to learn from me – and each other!”

My students each come from a family and culture that is unique to them. My years of experience instructing adults and the travels I have made help me to respect and help others respect the individual learners in my class and ALL who enter my classroom are learners. Digitization and the common usage of English across the internet are only two reasons to explore our own expression within the traditional, conventional ideas of English studies while requiring us as world learners to reach out and develop understanding.

All have the right to know what occurs in my classroom. Each student has the right and expectation to have ample opportunity to share their voice. They will listen to and read the works of others. In this way, we will each discover new ways to express ourselves and also discover new ways to listen. My students will know what is expected and required of them. I maintain a door that is always open to all learners. Each class will have an individual website providing syllabi and class blogs on which students will provide each other feedback and discuss class topics.

I will provide ample material for students to apply critical thinking and discover how they can make projects meaningful to them and applicable to them as individuals. As we examine works of literature, my learners will progress as individual readers, critics and writers. I will mentor my learners as I encourage them to “take ownership” assigned texts and ask them demonstrate that by responding to assignments in a personal, insightful manner. As assigned tasks become alive to us as learners, our writing and creative expression will thrive.

TEACHING ACTIVITY
“Just because it’s been written before, doesn’t mean you can’t make it yours!”

OBJECTIVE: Empower students by helping them realize that “classical texts” are accessible, translatable to today’s speech and frame of reference. Students will rework an assigned piece through brainstorming, reflective writing and engaging in peer feedback. This exercise will be repeated with different styles or periods of literature, such as the Classicists, Romantics and Modernists. As the students become more proficient, we will use larger selections. The student writing will allow for creative flow and allow learning through peer feedback and participation.

BACKGROUND: Stylistic characteristics of the assigned piece will have been introduced and discussed before beginning this activity. Word lists will allow students to research, learn and assimilate any new vocabulary. By the time students begin this activity, they will have become familiar, through word lists and class discussions, with some of the language and imagery presented in a classic literary piece.

PROCEDURE:
1. We review as a class examples of the style specific to the piece.
2. We will identify and discuss any words that need further clarification. We discuss student expectations regarding the piece we are about to read.
3. As a class, we read aloud “The Tell Tale Heart,” by Edgar Allen Poe. (NOTE: I submit this work by Poe as an example. It could just as easily be “The Lottery” by Shirley Jackson, or some other work.)
4. Students make notes of where in the story their expectations were met or not met. We will pause as needed to clarify any points.
5. Each student will identify a section of 2-3 paragraphs that interested them.
6. Students will rewrite their sections using words, phrases, etc. that THEY would use to retell the story. These will be shared with the class and ultimately on the class blog.

FEEDBACK: I will review with each student the style and word choice they used. In situations where the student had difficulty, I will explore with them ways to paraphrase, letting them arrive at their ultimate solution. I will end my feedback always on a positive note.