As he put it in “Teacher Man,” his third volume of autobiography:Instead of teaching, I told stories.Anything to keep them quiet and in their seats.They thought I was teaching.I thought I was teaching.I was learning.
Good words to live by: teaching is learning.
Full story here on Frank McCourt’s teaching (and learning and writing) methods from the New York Times:
From Beethoven’s Symphony No. 9, Fourth Movement.
In a world that sometimes seems to have gone mad, it’s reminder of what human beings can accomplish when they are free to live, create, work together … and sing.
Here’s the English translation of Friedrich Schiller’s Ode to Joy (written in 1785), which Beethoven adapted and used in the symphony, the composer’s “musical representation of universal brotherhood.”
Oh friends, not these tones!
Rather, let us raise our voices in more pleasing
And more joyful sounds!
Joy, beautiful spark of gods
Daughter of Elysium,
We enter drunk with fire,
Heavenly one, your sanctuary!
Your magic binds again
What custom strictly divided.
All men become brothers,
Where your gentle wing rests.
Whoever has had the great fortune
To be a friend’s friend,
Whoever has won a devoted wife,
Join in our jubilation!
Indeed, whoever can call even one soul,
His own on this earth!
And whoever was never able to, must creep
Tearfully away from this band!
Joy all creatures drink
At the breasts of nature;
All good, all bad
Follow her trail of roses.
Kisses she gave us, and wine,
A friend, proven in death;
Pleasure was to the worm given,
And the cherub stands before God.
Glad, as His suns fly
Through the Heaven’s glorious design,
Run, brothers, your race,
Joyful, as a hero to victory.
Be embraced, millions!
This kiss for the whole world!
Brothers, above the starry canopy
Must a loving Father dwell.
Do you bow down, millions?
Do you sense the Creator, world?
Seek Him beyond the starry canopy!
Beyond the stars must He dwell.
From Marshall McLuhan’s The Medium is the Massage:
We have now become aware of the possibility of arranging the entire human environment as a work of art, as a teaching machine designed to maximize perception and to make everyday learning a process of discovery.
I’m putting together resources for a research paper on the cultural and social impact of photography. McLuhan’s Understanding Media: The Extensions of Man is one of my sources, but I also picked up The Medium is the Massage, because it looked interesting (and, for a change, SHORT).
McLuhan’s books are full of gems like this. I just started browsing through them and didn’t know what to expect when I started; but nearly every page strikes me in some way or another. This particular quote leads a short piece that expresses admiration for the potential of technology, but simultaneously contains the warning that we aren’t good at grasping the effects of technological transitions. We lock ourselves in psychological and intellectual straightjackets, McLuhan suggests, because “the interplay between the old and the new … creates many problems and confusions.” McLuhan’s remedy:
The main obstacle to a clear understanding of the effects of … new media is our deeply embedded habit of regarding all phenomena from a fixed point of view….
The method of our time is to use not a single but multiple models for exploration….
For my Science and Technology in Western Culture class, I’m reading Society and Technological Change by Rudi Volti. One of the assignments for the current module was to read Volti’s chapter on the development of printing technologies. Volti has a short discussion in this chapter on the psychological effects of printing; that is, on psychological changes that might have occurred as print technology improved and publishing began to flourish.
Volti briefly writes about Marshall McLuhan, and about some of McLuhan’s ideas on the fundamental social changes that occurred in conjunction with the expansion of print publishing and other media. Says Volti:
Some fascinating possibilities … have been suggested by Marshall McLuhan, for whom media such as print and television had consequences that far outweigh the overt messages they carry. Printed books fundamentally changed civilization not because of the information they transmitted; the greatest consequence of printing lay in the different modes of thought and perception that it fostered. In McLuhan’s analysis, each medium engenders a distinctive way of looking at the world; as his famous aphorism has it, “the medium is the message.” The reading of the printed word makes readers think in sequence, just as a sentence is sequentially read from left to right. – pg. 190
I’ve haven’t read much McLuhan, so I don’t really know how well this represents his views. But this is perhaps what Tim Lacy is asking about, in his post What is Linear Thinking? It would seem reasonable that McLuhan – or at least Volti in his interpretation of McLuhan – is highlighting a significant change in the technology of thought that came about in conjunction with the increased availability of the printed word. While I think there’s much to be said for this dramatic change in thought processes, I’m not convinced that linear thinking of this type adequately encompasses what happens in our minds when we read.
Obviously, we tend to read sequentially, at least in the sense that we typically read both books and other materials from beginning to end, and, further, we expect some logical relationship between the ideas presented at the beginning and those presented at the end. So the activity of reading does strike me as a linear process. However, reading and learning from what we read are two different things entirely. For sure, I can read something from the first page to the last page, absorbing what I read in the sequential order the author provides – but that isn’t necessarily how I learn from it. If the reading offers me anything at all, then the linear process combines with other mental processes where I make associations, form concepts, supplement prior knowledge, absorb and relate details to others I’m already aware of, and (hopefully!) emerge from the reading with either a more solid understanding of something I already know or at least a beginning understanding of something entirely new. Reading – at least reading to learn – is a much more iterative and hierarchical process than it is a sequential process. If this might be described as “non-linear thinking” (and I suppose it might), I would think that non-linear thinking is not the same as illogical thinking – since illogical thinking suggests an inability to build on prior knowledge when attempting to learn something new (or to think about anything else, for that matter).
Continuing the quotation above, Volti goes on to say:
Reading also produces an egocentric view of the world, for the reader’s involvement with the printed word is solitary and private. – pg. 190
This was actually the part that made me suspicious of the “linear thinking” statements about reading. While it is undoubtedly true that reading is a solitary and private activity, I don’t think that adequately describes the personal, cultural, or social significance of reading (or of writing, for that matter). As Benedict Anderson describes so well in Imagined Communities (I swear, I’ll be referring to that book for the rest of my life), one of the true revolutions that occurred through the explosion of printing was a new awareness among human beings of the simultaneous existence of other human beings. At minimum, my reading of a book implies an awareness of one other person – the book’s author – and in all likelihood embraces some sense that other people have read – have experienced – the book in ways similar to mine. If I spun that theory out to one other logical conclusion, I might even say that the reason so many people write, and so many more want to write, is that the sense of existing in a world simultaneously with other people has become an endemic part of the way modern men and women perceive (the significance of?) their existence.
Last night, I started reading Fear: A Cultural History by Joanna Bourke. I’ve had my eye on the book for a few weeks now, and finally picked it up at Borders yesterday. It’s the type of book I like, because I enjoy writing that confidently integrates history with cultural studies. It also has some relevance to my History of Science and Technology in Western Culture class, as it discusses fears of science, technology, medical advancements, and military machinery. I’m only on page 50, and have already come across some fascinating ideas.
Bourke devotes the first section of the book to describing the fear of death and how it affected individual lives in the late nineteenth and early twentieth centuries. She illustrates how fear of death was intertwined with a fear of being prematurely buried – that is, buried alive. At the same time, she explains how closely fear of death was related to fearing poverty; and she notes how social welfare targeted at reducing poverty didn’t eradicate the fear, but only diluted its effects and changed in focus:
Rather than trembling about the effects of absolute privation, people shuddered to think about the consequences of relative impoverishment, such as being rehoused in a rougher area or forced to sell prized possessions. The providers of public assistance were determined to retain (indeed, even boost) this element of fear. After all, they reasoned, public assistance should not be made too easy in case people jettisoned all economic anxieties, thus damaging the economy. As a consequence, moral panics arose around unscrupulous individuals and groups who did not feel sufficiently apprehensive of the stigma attached to the receipt of poor relief. – pg. 27
Describing the use of fear as a public policy tool, and explaining how its boundaries were altered to reflect public reaction to policy or manipulate society, strikes me as a fairly unique perspective. I’m curious about the extent to which Bourke keeps these themes out in front, as she continues the discussion of the cultural parameters of fear.