Teach and Learn

I may have mentioned before that I am about to start graduate school this fall, to get an MA in English literature. I'm still not entirely certain what my academic focus is going to be (since I have an array of disjointed interests like postmodernism, madness, theater, work and identity), but my game plan for what to do with that degree is to teach English at the high school level, preferably in a private school or prep school. With that goal in mind, I've been thinking about how to approach teaching; true, I need to re-learn how to be a student this semester, but I think it's best to consider the two in conjunction, teaching and learning. My goal is to be both a teacher and a learner.

One of my enduring interests in literature is the construction of identity through narrative, and I think that this is one of the most important things that I have to teach adolescents; they are responsible for constructing their own identities, and facility with language is essential in doing that effectively and resisting the narratives that others will attempt to impose on them. I want to start the school year with a creative nonfiction writing exercise in which the students think of themselves as narrators and characters. There are undoubtedly dangers and limitations in viewing one's own life in terms of narrative, but this exercise of actually constructing a narrative is one way to open the discussion about those limitations, the inability to capture reality and the self in words. I want my students to realize that narratives are everywhere, and to be thoughtful and critical of every narrative they encounter.

I don't think that it's unreasonable to introduce high schoolers to literary theory; many of the theories are rather easily explained, like Marxist criticism or feminist theory, for one thing. But more important is that I want to approach my students in the same way as Zarathustra regarded the Higher Men in the second half of the book: with an expectation that they are self-sufficient and capable.

A few weeks ago, I read an article on Zarathustra and Socrates as teachers of virtue; both initially made the same mistake of assuming a position of privilege and descending to their students. In Nietzsche's reading of the Apology, Socrates chose death because he realized the inherent failure of his work and was committed to the idea of being the fool who would be taken seriously. The teacher of virtue must certainly take his work seriously, because virtue is of the utmost importance, but not himself; he must maintain a sense of irony about himself, and Socrates would not do that, so he chose death. Initially, Zarathustra insisted on being taken seriously as well, and he also failed to reach his students when he descended to them from a point of privilege. Zarathustra, however, succeeds as a teacher when he chooses to be a squanderer and a fisher of men from a mountain top:

"What to sacrifice! I squander what is given me, a squanderer with a thousand hands: how could I call that-- sacrificing? And when I desired honey I only desired bait, and sweet mucus and mucilage, for which even the mouths of growling bears, and strange, sulky, evil birds, water:
-The best bait, as huntsmen and fishermen require it. For if the world be as a gloomy forest of animals, and a pleasure-ground for all wild huntsmen, it seems to me rather--and preferably-- a fathomless, rich sea;
--A sea of many-hued fishes and crabs, for which even the gods might long, and might be tempted to become fishers in it, and casters of nets, --so rich is the world in wonderful things, great and small!
Especially the human world, the human sea: --towards it do I now throw out my golden angle-rod and say: Open up, thou human abyss!"

Zarathustra approaches teaching as an overflowing of his own joy and wisdom, and the way to attract students is to throw out that excessive happiness, to lure them up to his height instead of him descending down to them. I want to teach in a similar manner, by imploring my students to "climb mountains" with me. I should not view them as deficient, but as capable and striving. I should challenge them to raise themselves, and show them how to do that by challenging myself constantly; I will also be a learner and model the life of a learner and striver for them. This is one way of avoiding the stagnation and complacency that has made me wary of teaching in the past; I have a responsibility to constantly improve myself, for myself and for my students too.

I want my students to view themselves as self-sufficient and to foster their independence. I know that they will not all love literature, and I might fail in reaching any of the goals I set for them, but it's important that I do it anyway.

Choose

I've taken a bit of a hiatus from this blog, and now I'm returning with an uncharacteristically personal post.

I applied to grad school this winter, and most of the schools to which I applied have sent me their verdicts. Most of them are rejections. Despite the PhD path essentially eroding beneath my feet, I have a myriad of chioces in front of me.

This is a strange time, and I'm trying to capture it. Since Jarrod and I set off for Buffalo last Friday afternoon, I have been dwelling with the surreality of making decisions that will significantly impact my future. It is a poltergeist that simply stares at me, waiting for me to choose. I stare back, searching for words to explain myself.

At this time last year, I was so enthusiastic about academia. I had the unfounded confidence of a college senior, still ensconced in the certainty of a few more weeks of undergraduate education. That I would continue my education on the graduate level was an unrefutable truth in my mind.

"What are you doing now?"

That question had followed me for the first two months or so after graduation, and while it was repeated ad nauseum, I had an acceptable answer: "I'm applying to grad school."

"What have you been up to since graduation?" The question re-surfaced in an unlikely place, a movie theater in Worcester. I was there with two friends from college, and we ran into another Assumption graduate. And this time, I didn't have an easy, terse answer. I hadalready applied, and all of the schools I had heard from at that point had rejected me. I couldn't say "grad school," so I said, "Substitute teaching."

"Oh, how do you like it?"
This fellow alumna is a middle school teacher, and we were once in the same pre-practicum education seminar. I quit the concentration after a week and felt liberated, and certain that I would never resort to teaching high school. I would teach college.

"I hate it," I said with a laugh, and absolute sincerity.
It's been a rough school year, with shockingly bad behavior from the students and lack of support from other teachers and administrators.

But I don't hate teaching. I applied for PhD programs because I love literature and I want to teach it. I would still like to teach it to college students who share the same enthusiasm for writing and reading, rather than trying to generate it amongst teenagers in a high school, but it's infinitely better than being trapped in a cubicle, doing work that I find mindless and meaningless. Teaching is an option again. But on my terms this time, not the version of teaching set forth by a college education department or by disconcertingly placid elementary school principals who are horrified that a substitute would dare yell at a group of out-of-control first graders.

There is no path before me; I have to make my own. I am blessed, though, to not have to make it alone, because I have Jarrod. And while I still feel that uncanniness shadowing me, I know that I have the power to create a life that will be fulfilling, challenging, rewarding, and meaninful. A job cannot do that. Grad school cannot do that.

Only I can.