My Philosophy of Education
In my years of teaching at the secondary and tertiary levels, I have become convinced that an impactful and extraordinary teacher requires a deep and broad knowledge of the field and a passion to inspire students. To foster a rich and stimulating learning environment, I use great works of literature to guide students through significant themes and critical insights with intentional and thought-provoking questions while directing them to form their own conclusions. Thoughtful discussion in a class setting enhances their appreciation for the literature and requires critical thinking from each student. I take great care to lead students in a dynamic discussion that allows them to engage meaningfully with the texts. Alongside my expertise in Classical and medieval literature, I also offer a wealth of knowledge in history, politics, philosophy, and religion, which fosters purposeful and diverse discussions guiding students to new insights and appreciation for the text.
Following Nabokov's sentiment that there are no readers, only re-readers, I direct group discussion to encourage student discovery by examining the texts again from varied angles with all students bringing their unique perspectives to the texts. In Narratives of Romance and Adventure, with my direction, the students learned the benefit of re-reading Chaucer by looking closely at the plethora of allusions in the Nun's Priest's Tale. My directed questioning aided the students in identifying how clearly Chaucer develops a character who did not warrant even a full line in the General Prologue. The purpose of Chaucer’s allusions to Classical and religious literature, medicinal knowledge, and dream theory permeating the tale of Chauntecleer become apparent when we re-approach the text and notice how Chaucer uses these allusions so prominently within a short, simplistic plot. We then discussed what those allusions revealed, and the students understood the underlying message of the Nun's Priest that goes unnoticed in uncritical readings. This approach assists the students in learning to draw their own conclusions through critical analysis of texts.
Close reading is useful for other aspects of appreciating literature as good analysis utilizes many other skills for study and imitation. One of the most unique aspects I bring to the classroom is my expertise in poetry. Coming from a strong background of Homeric and skaldic verse, I work diligently to help the students understand the importance of the piece’s prosody. In Myths, Legends, and Heroes, I led students in developing the skills to untangle skaldic poetry so that they could unravel the syntax and multiple layers of the poetic diction. This exercise instilled a sense of appreciation in the students who previously did not understand how much could be imbued within eight lines of verse. I also found students were less intimidated by Beowulf's poetic diction after translating skaldic kennings from masters including Egill Skallagrimsson and Snorri Sturlusson. My fluency in multiple ancient languages including Greek, Latin, Old English, and Old Norse allows me to recite poetry to my students so they can appreciate the beauty of the spoken word. Whether reading Homer's dactylic hexameter or Old English verse, the nature of a foreign language encourages students to absorb aural cues and cadence. This not only situates students of all language backgrounds on the same footing, but it also affirms the importance of listening to poetry for artistry.
One of the most fascinating aspects of teaching medieval and early modern literature is scrutinizing the transformation of ideas. My research examines this change in dragons from the Classical era to the late medieval period, and in Narratives of Romance and Adventure I used this framework to lead discussions on the nature of the Wayland/Völundr myth in Old English, Old Norse, and German romance. To promote engagement and active student participation, I divide the larger class into small groups and assign each group a source that they are to present which serves as the beginning of fruitful discussion on the nature of identity and its fluidity in both oral culture and transnational identities. Similarly, prominent themes in early modern literature can be used to understand different authorial use and intent. The students were fascinated by the radically different approaches Shakespeare, Swift, and Defoe took when utilizing the popular contemporary voyage literature, and comparing similar subjects aided the students in discerning authorial voice and intent more clearly.
Helping students place the texts within their historical framework is one of the most important aspects of teaching literature because it allows history and our readings to inform each other. One exercise I find productive is having students read Marie de France's Chevrefoil and then the Norse translation Gautarleif. This leads to stimulating discussions about the nature of translation and differences in the courts of Anglo-Norman England and Norway. My breadth of expertise fosters diverse and engaging classroom discussions as I lead students to appreciate the texts more fully.
Literature is more than an art to be valued, but a window into psychology, history, politics, and culture. As an instructor, I work diligently to lead students in discovering the immense value of literature. My depth and breadth of knowledge and passion for literature allows the students to see the inherent value and necessity of literature, and through my use of purposeful, thought-provoking questions I lead the students to reflect deeply, persuade fervently, and appreciate the text fully through measured reading.