I believe that literature is a science, that students dissect texts the way scientists dissect organisms. Critical theory requires critical thinking. Literature is unique because it represents a microcosm of our own lives, and as such, it is common for personal responses regarding relevance to be deemed as valid. Though I value connection, I strive for my students to learn the skills necessary to evaluate a text, an objective made more challenging by the closeness of the content.
I believe that writing is the expression of original thought. It’s communication. It’s creation. I believe our lives are made up of a constant series of processes and that writing should be conducted the same way. Revision should be part of the process of writing, not a punishment, and students should understand revision is necessary and never-ending.
I believe that knowledge must be created, not passed on, and that for students to learn, they must understand the relevance of the task at hand. I think the role of the secondary schools is not to enhance self-esteem, but to enforce the skills that produce it as a byproduct. I think for students to behave as adults, we as teachers must treat them as adults. As such, I create opportunities for student autonomy as much as possible.
Ultimately, I think the goal of education is to create self-sustaining members of society. To do so, students must be taught how to learn instead of what to learn. I believe the future of society is in the hands of its educators, and so I ask, what are we teaching its students?
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| Education as an Art Form |
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