Are we teaching a way of experiencing the world when we teach writing?
The day my trigonometry teacher explained that triangles are the strongest shape because any added force is evenly distributed throughout, my perspective on the world changed forever. Suddenly math, art, and life had a common secret and I was privy as well. One could argue that each time you provide facts to a student you have shifted their paradigm in some way. I believe that teaching writing alters the experience for the teacher and student because they both begin to believe in their ability to change the world alone. When I taught Mathematics I rarely observed students becoming massively empowered by our lessons. Even as a mathematician, I can't even claim to have felt that direct impact. I've only just begun to attempt teaching English and I've already observed several students exhibit enthusiasm for the craft and what they will do with it.
I enjoyed James A. Berlin's critique of a few teaching methods in his essay, 'Contemporary Composition: The Major Pedagogical Theories.' The discussion is a refreshing look back to my previous graduate work in Education. Educators underestimate the importance of this decision too often. One of the factors which led me to pursue a Ph.D. in technical writing was sitting on curriculum committees in my early career. Most teachers were concerned with resources that made their job easier. I was interested in the methods used within the text and how that stimulates learning. I championed The University of Chicago School Mathematics project because of the emphasis on reading and active learning for the purpose of learning how to learn.
I've been able to succeed in academics and professionally with average intelligence because at some point I figured out how I learn best. That enlightenment has enabled me to maintain control of my personal well-being. Only recently have I understood the power of the written word and how I can potentially impact the world we will all leave behind, eventually. Berlin said, 'The world readily surrenders it's meaning to anyone who observes it properly.' When I teach writing I will aim to present a new world to each student as they exit the class each day. They will be armed with skills of rhetoric and dialectic. If rhetoric is simply changing error and dialectic is interaction with others, then they will be prepared to alter the world as they please.
I’m currently at odds with which pedagogical theory is the most appropriate in the English composition classroom. I understand that the positivist method dominates most classrooms. But, there is a lack of systematic invention which the classics stressed. As a new teacher, I would likely gravitate toward the expressionist concepts because they rely mostly on procedural classroom delivery. Regardless, I will strive to avoid what Berlin describes as ‘convenient pedagogy.’ The approach I will eventually subscribe to will likely be a blend of trial, error, and theory.
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