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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 knowing of educating and studying. Insights, questions, and conflicts are published via a sequence of essays during which my evolving instructor id 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, could be of use to different educators as they ponder 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); 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 lecturers, this learn goals to learn educators by way of supplying a brand new pathway by which to higher comprehend their intrinsic identities as academics. every 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 real quotations as content material for unique commentaries that additional learn the intrinsic nature of instructor identification. My desire is this trip will encourage different educators to extra think about realities and chances of what it capability to be a instructor.

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Barry Sanders (2009) articulates this use of reflecting upon the simultaneous existence of opposites, such as darkness and light, to be an avenue by which to glimpse our inner reality: Who I am in the full blaze of the sun, in the clearest light of day, leaves a faint trace, which you can discover in my shadow…. I am substantial and insubstantial at one and the same time. I move through the world as both positive and negative. (p. 310) Following this thinking, if we accept instances when metaphorical sun shines upon our public work as educators, must we also acknowledge the existence of underlying shadows?

Like us the readers, Henry is struggling and interacting within two landscapes: physical and psychological. ” Out of this internal commotion rise a variety of critical existential questions that again echo what the Lama Surya Das (2007) call the soul-searching potential of educational questioning: Who among us can say they really know themselves, without illusions, beyond the face in the mirror, their name-rank-and-serial-number role in the world, their personas, defense mechanisms, and self-deceptions?

Embedded in this sequence of lessons is a set of narratives, essays, and journal entries that ask students to contrast their hero’s outer actions with their inner motives; to analyze how the hero’s values serve as their strengths and their weaknesses; and to elaborate on how their hero might be perceived by a variety of on-lookers (past, present, and future). The lessons are similarly repeated in terms of students creating their own representations of villains. Some students choose to create variations of the characters we’ve examined in class.

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