Today was the Clausewitz lecture day for my class and teaching Clausewitz while writing (for the blog) about ancient religion is an odd experience. I was struck by how much a class on Clausewitz is like an initiation into some sort of mystery cult. Stick with me here.. 1/7
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So, first you have the students read an esoteric text, translated out of a language most/all of them cannot read and which they are not expected to really understand at first. I tell my students they should expect to read it twice, once before and again after the lecture... 2/7
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Honestly, I don't think anyone really grasps Clausewitz at the first reading without having it explained to them. I certainly didn't. So then the students come in on Clausewitz day, either thinking (wrongly) they understand Clausewitz, or knowing that they don't... 3/7
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Vastauksena käyttäjälle @BretDevereaux
Clausewitz was struggling to grasp Clausewitz.... and was just getting a handle on his text, when he died.
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Vastauksena käyttäjälle @CarringtonWard
I tell my students exactly this, mostly to assuage any anxiety over not feeling like they understand the text before we talk about it. Some students get really spooked by that - too used to learning to tests, I think - so I find it helps to lower the stress of a hard text.
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Vastauksena käyttäjälle @BretDevereaux
I've been thinking about ways to apply Clausewitzian trinitarianism to methodology of teaching: passion, rationality, and insight, as well as students, teacher, and subject.
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The reason-passion-soul certainly fits: there is pedagogy, there is enthusiasm, and then there is that ineffable quality of the good lecturer or teacher which is neither and only the product of experience or genius (and typically both).
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