Empathy and Education: Fight or Flight
“A good teacher will lead the horse to water; an excellent teacher will make the horse thirsty first.” – Mario Cortes Inside the academic classroom, we instructors face a number of pedagogical challenges, ranging from constant apprehension regarding proper time management, to confusion over how to best incorporate new media technologies in diverse lesson plans.
Empathy and Education: The Double Burden (Part II)
In the numerous fields comprising that artistic and cultural field we call “the humanities,” we who self-identify as scholars must constantly be on the defense regarding our own choice of profession. An increasingly corporatized world sees banks encouraging ballerinas and actors to become engineers and botanists instead, and federal agencies such as the CBO actively
Empathy and Education: The Double Burden (Part 1)
A couple of weeks ago, toward the end of our class’s unit on “Thrills, Sensations, and the Ethics of Nonfiction,” I assigned my students the University of Chicago’s Welcome Letter to the Class of 2020 alongside Sara Ahmed’s thought-provoking “Against Students” (June 2015). The former, a document separately decried or praised as patronizing and oppressive
“Report Me and My Cause Aright:” Hamlet and the Political Power of Dramatic Narrative
During the final scene of Hamlet, the titular prince makes use of his dying breaths to command two things of Horatio. First, he commands Horatio to affirm that Fortinbras “has his dying voice” (5.2.393) thus giving him legitimacy to take the throne of Denmark. Second, he orders Horatio to tell Fortinbras the story of Hamlet’s
“Bring in The Crows to Peck the Eagles:” Rewriting the Politics of “Coriolanus”
Compared to a number of Shakespeare’s other tragedies, Coriolanus does not frequently enter into the popular consciousness. While T.S. Eliot may have called it Shakespeare’s “[m]ost assured artistic success,” the play has not historically been viewed as one of Shakespeare’s great tragedies. Despite this, the play has long been the subject of critical scrutiny over
“In Troy There Lies the Scene”: Teaching Students to Think about Shakespeare
While teaching Troilus and Cressida this semester, one of the assignments that my students were tasked with was to write an essay on the ways in which the play made visible or commented upon an issue that was facing 16th century England. Students were given a brief lesson on the political and social troubles of
“Popp’d in between th’ election and my hopes:” Using Shakespeare to Understand Contemporary Politics
“Living when he did, Shakespeare could no more be democratic or anti-democratic then he could be a motorist.” -Thomas Marc Parrott, Twenty-Three Plays and Sonnets On October 8th, Stephen Greenblatt wrote an op-ed piece in the New York Times which sought to argue that through a detailed close reading of Shakespeare’s Richard III, we
Sharing Space: “Proteus” and the Personal
It seems like academia (or any professional forum, for that matter) encourages us to keep our feelings out of things. I can’t tell you how many times I’ve crossed out passages of student essays this month for being “off topic” or “too praisy,” for bringing in “irrelevant” value judgments on the film they’re writing about.
Appreciating Space: “Minecraft” and Empowerment
For the last two summers, I’ve worked as an instructor for the University of Alaska Anchorage’s Kid College program, which is basically a mix between a summer camp and course series about technology for kids aged 9-14. Most of the classes I taught were about game design, and the most popular courses by far were
Exploring Space: A Walk Among the Gravestones
I suppose it speaks to my interest in the virtual that I wrote a whole post about spatiality last week without moving an inch. On the surface, that doesn’t seem quite in line with the so-called “spatial turn” I mentioned in my last post: the trend in humanities scholarship towards the importance of place and