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  1. Prikvačeni tweet
    21. lis 2019.

    Honored to see my review of Randy Boyagdoa's in the Nov/Dec print edition of . Check out their journal if you aren't familiar with it--it's excellent!

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  2. The first thing I ever wrote online was a reflection on Maclean that attempted to tie his fiction to his critical work as a Shakespeare scholar. 2/2

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  3. Great reflection/memory on Norman Maclean and Seeley Lake. I spent several years working in and around Seeley, and can still smell the Tamaracks. 1/2

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  4. 27. sij

    My favorite is "Prayer in the Furnace," which reminds me in some way of Sushaku Endo's "Silence." Perhaps it is because both have priest protagonists named "Rodriguez/s," both concerned with Christian duty in the face of unspeakable suffering... anyways, it is brilliant.

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  5. 27. sij

    Reading 's forthcoming book led me to discover ...just finished his short story collection Redeployment. What a tremendous book, highly recommended.

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  6. 20. sij

    Ed's piece is admittedly a rant, but amid the ad hominems, contains some solid criticism of 's article on English curricula, including the point I made in my thread last week--that pitting content against skills is in fact THE problem

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  7. 12. sij

    Recently I wrote about these things, and about Christian education in general, in my review of Alan Jacobs’ The Year of Our Lord 1943 for /end

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  8. 12. sij

    The Great Books are great because they respond to the perennial human questions in ways that allow us to make them real for our lives today. /15

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  9. 12. sij

    That means that yes, we have to be thoughtful about which works we have students study, but also to trust that they are made for the good/beautiful and not empty vessels waiting to be filled with meaning. /14

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  10. 12. sij

    In this sense, charitable reading is a kind of critical inquiry that proceeds from humility. /13

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  11. 12. sij

    One of the most important habits I can engender in my students is to help them read “charitably,” to do their best to consider and understand the writer on his/her own terms before attempting to arrive at any conclusions about his/her merits. /12

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  12. 12. sij

    They are not something to be transmitted but rather discovered—and our job is not only to provide fertile texts for searching for them but also to teach them how to search. /11

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  13. 12. sij

    I get what Douthat’s trying to do with his emphasis on “transmitting values,” but I am not sure that is the right description for what liberal arts teachers do. Values, truth, beauty, goodness, meaning—what have you—all of these things already ARE. /10

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  14. 12. sij

    W.H. Auden is really good on this, as is Simone Weil’s in her letter on Christian education, in which she advocates for the teaching of radical attention (which, in this perceived dichotomy, would be a method), which she associates with prayer. /9

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  15. 12. sij

    Avoiding the latter is perhaps more dangerous than avoiding the former, since the latter at least proceeds from the needs and desires of the student, which is the measure of all teaching/learning. /8

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  16. 12. sij

    I think a healthier approach would be to affirm the need to make decisions about the canon AND talk about method (academic inquiry, critical thought, etc). /7

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  17. 12. sij

    Starr and Detmar’s response is an easy way to avoid having to make decisions about what’s in and what’s out of the canon. In that sense it’s an incomplete answer, but it doesn’t mean that what they say is wrong. /6

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  18. 12. sij

    However, I think Douthat falls prey to this dichotomy himself when he juxtaposes Michael Clune’s claims with those of Starr and Detmar. Clune claims that the humanities should transmit value, while the latter argue that it can only teach a method of thought. /5

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  19. 12. sij

    Only focusing on content enables ideologies of all stripes to dominate the classroom. English class then becomes about students learning the “right things,” and those things can be claimed by the right or left. /4

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  20. 12. sij

    If the only goal of the liberal arts is to “transmit value,” well, whose values are we talking about? And what is the role of the student in this process, besides being a receptacle for said values? /3

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  21. 12. sij

    At the end he acknowledges that the perceived dichotomy between teaching content (aka “transmitting value”) and teaching method (“critical thinking”) is a false one, and he is absolutely right. I would argue that the decline is precipitated by the complete separation of them. /2

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