Thanks to everyone who commented on the last version of my close reading worksheet, now re-named a critical reading worksheet after it turned out that “close reading” is its own specific kind of thing, and tweaked a bit in response to suggestions from lots of people. In particular, I’ve added some questions to encourage my students to think about what they’re bringing to the text, and to notice their own reactions to it; and some questions which will hopefully get them thinking about the structure of the text and (where relevant) the argument. I think in future I might try to expand it to give some examples of paragraphs from academic texts which show the kinds of critical engagement that might result from asking each of these different questions, but this is the version I’ll be using in my teaching this year:
I’m teaching my first Great Christian Thinkers class on Friday, and because it’s meant to be a course that orients my students to their degree as a whole and we’re opening on the theme of ‘What Matters Most?’, we’re going to spend some time thinking about the purpose of university; both what they want to get out of their degree and what a range of other people and institutions might want them to get out of it. I’ve pulled together some short extracts for them to discuss as part of the session, and thought they might be of interest to others: you are welcome to borrow and/or adapt these at will. Continue reading “What’s the point of university?”
I’m planning to give my first year undergraduates a worksheet designed to help them engage with the theological and philosophical texts we study during our course. I’ve noticed that a lot of my students struggle to find critical ways into the texts, and I’m hoping that giving them some fairly generic questions to work through will help them find ways in. I’m planning to talk through the list of questions when I hand them out then use them as a basis for some of our seminar discussions over the rest of the semester so that the students can get a handle on how to use them.
Here’s the list of questions I’ve drafted so far; I’d really appreciate any comments/suggestions/wisdom gleaned from other people’s teaching experience, and of course you’re welcome to appropriate these for yourself if they look like they’d help you in your own teaching:
I woke up this morning to a retweet of JKAS’ Wall Street Journal “Has Anyone Seen Last Year’s Promising Freshman?” It was, umm, “interesting” to read a pedagogical perspective dripping with utter contempt for his students especially as I had gone bed late last night reading bell hooks’ Teaching to Transgress. hooks encourages her readers to foster an openness in the classroom driven in part by student desire but also that recognizes that every pedagogical decision is a political decision, that when one teaches only the canon that one has advocated something. Teaching is never simply teaching and if you think it is you’re either not thinking or being willfully ignorant. Now, if we take JKAS at his word at being “invited into this exclusive club” of “liberal enlightenment”, would should, I suppose, trust that he is smart enough to know how insulting his article will be taken as an insult. After all, in it he lambasts professors, his very colleagues (I suppose tenure makes rascals of folks), for not simply extolling the virtues of the Western and instead “confuse teaching with advocacy”. But setting aside the veracity of such a claim (it seems to me to lack merit) we may assume that while JKAS is aware enough to know it will cause offense we may also assume, since he wrote the article, that he enjoys the fact that it will be offensive. He may even feel that he’s struck a blow against the complex of PC college professors whose only taste for intolerance is against the intolerant. In other words, JKAS is a contrarian and so shares less in common with the lover of wisdom than he does with the sophist who likes the way the words feel in his mouth. Ironically this means he shares more in common with the common right-wing caricature of “social justice warriors” who get off on their outrage as he clearly is enjoying his own smug denigration. Continue reading “Contra Dad Rock Pedagogy”