Showing posts with label pedagogy. Show all posts
Showing posts with label pedagogy. Show all posts

Sunday, May 18, 2014

Notes Toward an Article on Blogging and Reading

In a burst of creative/critical energy this morning, I decided to collect everything I have said about notable moments--on my original class blog, which is private, in a conference presentation I gave, in an article I wrote that was rejected, and on this blog--to prepare to shape them into one of the articles I've been avoiding.  I have a number of thoughts about the benefits of the notable moment post.  However, in the meantime I had a revelation about Freud's Civilization and Its Discontents...  I had latched onto Freud's idea that intellectual activity is beneficial because it helps us to stave off suffering, but I have decided that this is only the case when the intellectual activity itself is not the source of the suffering!

I get stuck on research.  When I research, I get lost in trying to be exhaustive, fighting the urge to completely disregard everything everyone else is saying because I'm saying something different anyway.  In the meantime, I become overwhelmed by the cacophany of voices who are not quite saying the same thing, and end up comvinced that I have nothing new to add to the conversation.  This is where I was at about 2 P.M. today, and I have not yet had the courage to look back at all of those open tabs of scholarly and non-scholarly sources discussing blogs and close reading.  The last time I researched blogs and education, I was ultimately rejected by an editor for not citing the right sources (which are pretty difficult to find, frankly).  Here is where not having anyone to ask "how's that article coming," and no real mentor from whom to seek advice really hurts me--because everyone who used to be a mentor has washed their hands of me, since I failed in finding an academic job that would lend intellectual community.  And because of that failing, I am doomed to continue to spiral into failure.  But enough of that.  Trying to lift myself out now!  

I wound up finding the outline I wrote last night, which goes something like this:
  • What we think about reading on the internet
  • What academics/teachers say about blogging
  • Where close reading happens online
  • How it can shape how we read
  • How it can shape the way we teach
  • How it can shape literary criticism

Perhaps if I stick to finding articles that can bolster each of these, I will not need to be terribly exhaustive in order to prove that I am saying something different.

In the meantime, at the end of the above outline was a second outline--this one a little more "conversational"--meant to be expanded into a book.  What I need to decide is who my audience would be, and why they would care...

Blogging the "Notable Moment"


It started with a class…


…and continued with a blog.


It happens on political blogs…


…and religious blogs…


…but is not typically a feature of book blogging…


…or online book reviews.


It can change the way we teach…


…and the way we interact with books.


It can change online literacy, or at least bring literary culture and reading online in a less shallow sort of way--don't you think?

Sunday, May 4, 2014

"No oath or bond is laid...": A Notable Moment from Fellowship of the Ring

This is a Notable Moment post, and what I mean by "notable moment" reaches back into my purpose(s?) for keeping up this blog (intermittently):  to give an outlet to my instinct for analysis, to stay in touch with my academic side, to develop my theory of rhetorical reading, and to practice close reading on the web (or at least closer than your average book review!)

Notable moments are "rhetorical responses."  They stem from the circumstances of reading--what readers might be looking for (like me with literacy), what their life experiences have been, what they have been reading, thinking or talking about reading.  This is the value of rereading--each reading situation is different.  The work itself hasn't changed, but we read it differently:  bringing different things to the text and taking different things away.

Notable moments are a teaching and research methodology.  They
  • encourage reader engagement with the text
  • provide a basis for class discussion
  • stimulate connections (synthesis, to use a $0.10 pedagogical word) between what readers already know and what they are reading
  • validate active reading
  • collect ideas that might evolve into research paper/article ideas
They also work particularly well as blog posts.

Recently, I have been rereading The Lord of the Rings.  I have read it and listened to the unabridged audiobook numerous times at this point, so that it is almost too familiar.  It is slow going, because there isn't the compulsion to read, but at times, having read more contemporary writing lately, I am struck by how simply exquisite the language is--to say nothing of plot and character development, world building, mythos, and all that makes Tolkien fabulous.  In the midst of my reading, I read Darwin's response to George R. R. Martin's somewhat offhanded critique of Tolkien on war.  I also find myself reading Tolkien with the American History Channel series The Revolutionary War as background noise.  And so, I come across this passage:
"The others go with him as free companions, to help him on his way.  You may tarry, or come back or turn aside in other paths, as chance allows.  The further you go, the less easy it will be to withdraw; yet no oath or bond is laid on you to go further than you will.  For you do not yet know the strength of your hearts, and you cannot forsee what each may meet upon the road."
     "Faithless is he that says farewell when the road darkens," said Gimli.
     "Maybe," said Elrond, but let him not vow to walk in the dark, who has not seen the nightfall."
     "Yet sworn word may strengthen quaking heart," said Gimli.
     "Or break it," said Elrond. (FOTR 274)
I paused over this passage initially, thinking about war.  Thinking about the British in particular, and the treatment of deserters in the Great War--the first "modern" war, a for which young British males volunteered enthusiastically, for which they were unprepared.  It is also, famously and notably, the war Tolkien experienced first hand.

As Elrond commends the newly-formed fellowship to their journey, it is tempting to see this passage as a statement of sympathy, if not with deserters, than certainly with those who volunteered for a war they could not possibly understand.  Whether or not the cause is the epic mythology of good and evil, Elrond's wisdom asserts that resolve alone can't necessarily drive one through fear.  Later, in Return of the King, Aragorn deals gently with men who were ill-equipped to march into Morder, setting them to tasks that were appropriate to their ability, and which preserved or restored their dignity.

And yet, even though Aragorn and Boromir intend to head to war, the situation of the fellowship is different.  Two pages earlier, the narrative asserts that "[t]he Company took little gear of war, for their hope was in secrecy not in battle" (272).  Perhaps, then, Elrond's conditions are not applicable to war.  After all, what general can command men who are not bound to follow orders? Could Tolkien possibly mean that soldiers should only serve insofar as they were able?  This seems doubtful, and yet, the association between oaths in war and the oaths of the fellowship is hard to avoid, and perhaps it is in Aragorn's generosity and skill with men that the question is resolved.

What is interesting is the exchange of proverbs--not quite platitudes--between Gimli and Elrond, which represent two seeminly opposed approaches to oath-taking, and perhaps to human nature more generally.  The opposing views may also characterize the particular races of Middle Earth--the elves, who keep to themselves, who belong to families and kinds, but who are very individualized, and the dwarves, who seem to be of one kind, but who are more clanlike, joining together in common purposes.  Elrond is for individual freedom; Gimli, for allegience and loyalty.  Inevitably, both are right, but Elrond seems more right.

It is not a theory; simply an observation, and a question.  Is this about war?  Politics?  Individual freedom?  Individual will?  How does being bound to another affect individual will?