One of the hardest things about teaching is the acting.
When you have a weekend, or even just a night, where certain situations push you to emotional exhaustion, or even go so far as changing you, putting an eternal dent in your identity. And then, you suddenly find yourself sitting in front of a class, wondering how to bring the pieces of your mind together. How to convince them that you’re okay when a rush of thoughts are occurring in your head, and your heart sinks into your chest. When you have to remain in the present for them, but the sensation of falling is pulling you back towards stagnation. Grief weighs the most when you stop.
Continue reading “The Balancing Act: Teaching Openly in the Humanities (Part II)”
‘The Learning process is something you can incite, literally, incite, like a riot.’ This is what happened that year. We read and talked and disagreed, and the world, so very much world, began to shake inside us as we found our humanity in all this inhumanity, found empathy and compassion, found moral compasses, as we learned to hold history accountable, to hold the newspaper headlines accountable, to hold each other accountable. And all this in English class, not at home, not at church or temple or mosque, but from reading novels with Ms. W. In one year, she turned us into thinkers. I began to understand reading and writing as a revolution, thinking as being a profoundly active verb. I began to understand that a person writing quietly in a room might be burning down the world. And then rebuilding it, word by word, into something magnificent.” -Audre Lorde
It’s a damp, muggy, beautiful July morning in Charleston. I am doing yoga beneath the ancient oak tree that sits by my apartment. From my twisted angle, the sun flickers a honeyed-yellow light between the pieces of Spanish moss. I inhale slowly and close my eyes, forgetting the last of the moving boxes I have to pack. Imagining myself at the front of a high school classroom–finally achieving my purpose: making a difference. I love my college kids, and I am still so passionate about teaching them, but the mentality of the ivory tower drained my idealism within my teaching philosophy. Continue reading “First Years and Appreciation: We Are Not Falling Apart”
The question mark is, perhaps, the most powerful syntactical mark that exists. The nature of the interrogative clause or phrase is that of thought–you inquire as a response to a problem. You draft, you adjust, you adapt, you grow, you think, you try, you test, you risk–all thanks to a question mark. All thanks to a question. What is inquiry but a hypothesis waiting to be tested? What is testing a hypothesis but progressing towards something extraordinary?
It always starts with a question:
Continue reading “Dear Students: Ask Questions”
I love movement. Running. Galloping. Dancing. Walking. Climbing. Movement is freedom. It is the release of anxiety. It elevates my thoughts. It makes me aware of my entire body. It is tangible progress towards something. It is also, sadly, something our westernized culture seems to have forgotten.
Sitting at a desk for eight hours a day, outside of traveling around the country, was one of the reasons I left my government job in Washington. Prior to finishing my Master’s, I knew that a cubicle/office job would not be a sustainable option, but the temptation of random recruitment and the combination of idealism with an opportunity to affect the politics of our country were enough to seduce me. And there I was, in a future I did not predict. Sitting in a cube. Wearing my suit. Drinking my coffee.
Sitting all day, ironically, is exhausting–but not in the manner of exhaustion that envelopes you, cushions you, after a long day of physically exerting work. It is a droopy exhaustion. Lethargy from nothing. Perhaps from preventing a rhythmic flow of blood through your body, or from your spine being contorted over itself. Science-y stuff.
Continue reading “Lazy Mind and Body: the Need for Kinetic Activity (in One-to-One Schools)”
(This article was written as part of my graduate thesis and is part of my on-going research in education, rhetoric, and games.)
A few weeks ago I took part in a panel at the Game Developer’s Conference in San Francisco that explored the relevance of video games—of what scholar James Paul Gee calls a “problem of content,” in which we only value an artifact as educational if it provides tangible content (22). At the conference major developers and game designers gathered together to talk about what the medium of games was to become with the incessant invectives of games being “a waste of time” or “a phase to grow out of.” If that’s all games are, then what’s the point of working in them? As a field, we need to find a way to elucidate these claims. We need to shine light on video games as a medium that has the potential to serve alongside traditional artifacts accepted in an artistic and academic setting, while also realizing that some games are simply meant to be used as entertainment or escapism. Regardless, the level of interactivity games allow have proven to provide profound effects on cognitive enhancement, but we can only use them progressively if they are taken serious both by their audience and their creators. Ian Bogost argues that games should be discussed alongside “traditional media subjects,” and that “teaching games alongside reading, writing, and debating them as argumentative and expressive practices” can help evolve the way we look at rhetoric in new media (136). Thus the aim of this project, inspired largely by this conversation, is to explore how video games create meaning through their design—ultimately looking at how games apply and use multi-modal rhetorical devices to influence players in a manner that other mediums may not be able to.
Continue reading “The Rhetoric of Video Games: How Game Design Makes Meaning”
As an educator, I have an interest in researching how video games can help us to better understand learning through interaction, play, and experience. Despite their often negative reputation for being a “waste of time,” video games still provide us with a unique medium of entertainment because they require direct interaction from the player. This aspect introduces a new dimension in how forms of entertainment and media affect us, especially in fields like medicine and psychology.
Continue reading “Interaction and Autism: How Games Help”
Writing. Critical thinking. Rhetoric. We often times find ourselves placing these words on a pedestal that focuses only on canonical literature or verbal literacy and communication.
That’s a major problem with academia, something that stems (somewhat) from the rise of philosophical thought and the shadows on Plato’s cave. Not that philosophy is bad, but it did undeniably see itself over art and visual thinking as some sort of intellectual behemoth well above cathartic moments and classical art. It was in this that our conceptions of the verbal and visual were divided as two separate and unequal modes of thought. *rant rant rant, academia, rant, ivory tower*. Continue reading “Literacy and Critical Thinking in the Modern Classroom”