The humanities interrogate us. They challenge our sense of who we are, even of who our brothers and sisters might be.
“It could have been me” is the threshold for the vistas that literature and art make available to us . . . education is not about memorizing poems or knowing when X wrote Y, and what Z had to say about it. It is, instead, about the human record that is available to us in libraries and museums and theaters and online. But that record lives and breathes; it is not calculable or teachable via numbers or bullet points. Instead, it requires something that we never fail to do before buying clothes: Trying the garment on.
Art and literature are tried on. Reading a book, seeing a painting or a play or a film: Such encounters are fueled by affect as well as intelligence. Much “fleshing out” happens here: We invest the art with our own feelings, but the art comes to live inside us, adding to our own repertoire. Art obliges us to “first-personalize” the world. Our commerce with art makes us fellow travelers: to other cultures, other values, other selves.
Today’s post is a cross post from Glenn Wiebe and his History Tech site. Glenn loves to read and today, he shares about his habit of creating a summer reading list.
Long time History Tech readers already know this. Every summer, I make a list of books I plan to read between now and September. Long time History Tech readers also know this. Not once, not ever, a couple of times I came close but never ever, have I actually finished the list.
There’s always been something. I get distracted with a new book that comes out or some event happens that pulls me in a different direction. But some day . . . some day, it’s gonna happen. I’m trying to be realistic this year. Part of me says; yes, this summer it’s gonna happen – you’re going on a long anniversary trip to a tropical beach without the tech. Tons of time for book reading while sipping cool beverages under an umbrella.
The other part of me says; not a chance – as soon as you get home, the World Cup starts and the rest of June and part of July are shot to h, e, double hockey sticks. So we’ll see. (But it does help with the reading goal that the US team apparently forgot how to play the game and didn’t qualify, giving me less reason to watch. Go Iceland.)
The whole idea here got started moons ago when I first started teaching and some very smart people encouraged me to not take the summers off. They’re the perfect time for learning, they said. Read a book, they said. Maybe two or more, they said.
So I did. And they were right. We need to keep learning, keep asking questions, keep moving forward. And what better time for that than between now and September? Some summers I start with a specific theme. This year? Not so much. Just a few books that look interesting or fun to read.
I’m not talking about an actual hat. Not a baseball cap. Or a visor. Or a bowler, beanie, beret, or bucket hat.
I’m talking about SHEG HATS.
As in Stanford History Education Group and History Assessments of Thinking.
I’m sure that you’ve been over to the very useful Stanford History Education Group’s site with its three different tools, right? (If you haven’t, mmm . . . go there now and be amazed at how your life will be changed.)
All of us at the KCSS have been pushing Sam Wineburg’s work for years so I’m hoping you’re already familiar with the work his SHEG group has been doing around the idea of reading like a historian. They’ve packaged their work into three chunks – instructional lessons that focus on training kids analyze evidence to solve problems, onlive civic literacy lessons, and wait for it . . . Continue reading SHEG HATs for the win→
We should always be thinking about ways to improve – even in May. So I dug around in the archives and dug out a post written several years ago that shares some thoughts about student evaluations. Because your professional growth and student evals are a lot like chocolate and peanut butter – two great tastes that go great together.
Billy Landes was probably the best teacher I ever had. Encouraging. Supportive. Tough. Demanding. Helpful. She let our study group leave to do “research” in the library when I’m pretty sure she knew that we usually headed to the donut shop instead. A learner. Smart. Knowledgeable.