Epigraphs for a new semester

A response to new learning:

“It wasn’t shocking; it was mysterious and beautiful; one felt no resentment, only a different kind of joy, and a curiosity that was new to me.”

Robert Hughes, “My Friend Robert Rauschenberg,” in The Spectacle of Skill (2015).

A favorite Baudelaire aphorism, on the purpose of study:

Je resous de trouver le pourquoi, et de transformer ma volupté en connaisance.
I made up my mind to find out the why of it, and to change my pleasure into knowledge.

Robert Hughes on the “unspoken but always present motto” for his book and television series The Shock of the New. In Hughes, “The Shock of the New,” The Spectacle of Skill (2015). (My friendly amendment: not simply to change pleasure into knowledge, but to charge each with the other.)

A reminder of our stewardship as scholars, and our failings:

“Repeatedly, we will find scholars using theory–or simply attitude–to burn through whatever is small, tender, and worthy of protection and cultivation. Academic cool is a cast of mind that disdains interpersonal kindness, I-thou connection, and the line separating the self from the outer world and the engulfing collective.”

Lisa Ruddick, “When Nothing Is Cool,” in The Point.

And finally, a crucial observation about writing:

“[T]he real challenge of writing is not mechanical, but epistemological: how we say something isn’t separable from what we know and how we think we know it.”

Angelika Bammer and Ruth-Ellen Boetcher Joeres,”Introduction,” in The Future of Scholarly Writing: Critical Interventions, ed. Angelika Bammer & Ruth-Ellen Boetcher Joeres (2015).

 

 

A taxonomy of student engagement

Last November I was honored to be the keynote speaker at the University of North Florida’s 3rd annual Academic Technology Innovation Symposium. The event brought me into contact with a number of talented faculty, grad students, and staff at UNF, and the sessions I was able to attend (I was on an unusually tight schedule) were fascinating. I learned a lot, and I tried to tweet out most of it. It was actually my first full-on conference tweeting in a while. It was good to get back to a practice I really enjoy. So I have UNF to thank for that, too. Special thanks go out to Deb Miller, Director of the Center for Instruction and Research Technology, who invited me and managed this fine event, as well as Yentl Dunbar and Justin Lerman, who very capably handled all of my travel logistics.

One of the greatest pleasures of the trip was a joyful reunion with a colleague and friend I’ve known for over fifteen years, the redoubtable Andy Rush. Andy’s working with some great folks, the job looks like a great fit for his talents and interests, and it’s hard to quarrel with the weather (at least in November), the seafood, or the beauty of that extraordinary campus. (Plus Danny Gottlieb works in the jazz program there–a program for which UNF is justly famous.)

And I’ll tell you something about Andy Rush: the man knows from bags of gold. An alum of the early days of the UMW-DTLT Dream Team, Andy is a powerful contributor to all things multimedia, multimodal, webby, and inventive. LIke we said, bags of gold.

So I saw Andy again, in action and in conversation, and I met cool smart people trying to bring all sorts of magic and collaborative inventiveness to teaching and learning … and I had the chance to try to work out some of my own ideas in the company of folks who’d help me think about them and make them stronger, better. Which they did. As you’ll see, a couple of the questions following my talk stopped me dead in my tracks, and usefully so.

Here’s what I was working on:

Blended Learning – A Taxonomy of Student Engagement

What do we mean by the words “student engagement”? My talk proposes that the answer is far from obvious. I will sketch out several possible meanings, describe what I take to be the character and outcomes of each variety, and suggest why school itself makes it particularly difficult to foster certain kinds of deep and sustained engagement. I will conclude with some thoughts about how hybrids of online and face-to-face learning experiences can best encourage such engagement.

That’s the abstract I submitted, and it’s fairly close to what I actually talked about. Along the way, however, I wove in some ideas the abstract only hinted at. In particular, I wanted to work the idea of taxonomy that I’ve had such trouble with in the case of poor Dr. Bloom. I wanted to keep the genre or framework, so to speak, but do something much wilder and messier and more passionate.

Part of my desire on the day of the talk was driven by events of just that week, including teaching I had done just two days before. The abstract indicates that I have thoughts to share with my colleagues at UNF, and that was certainly true. What I found, however, was that my life in the week had turned my abstract into a second-person query aimed at me: Gardner, what do you mean my student engagement? How would you map it? Why was that class two days ago so difficult and even painful for you? What had you hoped would happen?

Parker Palmer opens his magisterial The Courage To Teach with just such soul-searching. Although I didn’t think of it at the time, it occurred to me a few days later that I was following his example. I hope so. It’s a great one.

So here’s the video my friend and colleague Andy Rush made, on a day when layers of time and thought (as is clear from Andy’s blog as well) blended. A different kind of blended learning, perhaps, but no less important than any other.

And for the record, once again: I am so not kidding.

A candle in the window

My blog was pretty quiet in the year just past. I count twelve posts.

Something is wrong.

Many things are wrong, in fact, but just yesterday a former student taught me an important lesson about the thing that is fundamentally wrong, at least as far as my blog is concerned.

I’ve been pretty active on Facebook, craving the contact, the immediate rewards, the comforting network there that seems so much more tangible, knowable, known. It’s a gated community and that’s certainly the main point of what now appears to me to be my retreat there. I expect I will continue to crave that network of friends and family and colleagues, perhaps now more than ever before. No terrible thing, that craving: the gates are also a circle of trust, which is how I got my lesson yesterday. And yet the circle immediately expanded into a much larger realm, one in which a larger circle of trust, one I had drawn myself but forgotten or neglected (they amount to the same thing), lay waiting for me.

My former student’s husband was driving on the highway when two deer hit his car. The car was a total wreck. He was fine. The torrent of gratitude one feels at such a moment came pouring out of his wife in a status update on Facebook. In that update, she remembered something she had learned from another Mary Washington professor, an Ethiopian scholar who emigrated to the US and taught at Mary Washington for many years. I worked with him for over a decade. His name was Taddesse Adera.

What did the young woman recall? What learning outcome appeared as a moment of terror yielded to a torrent of gratitude?

She remembered that Taddesse had taught her that in his culture, people were never counted, for anything that can be counted can be taken away. In that remembering, she resolved she would not count her blessings in this intense moment, but rather think about the depth and expansiveness of her blessings as they spilled over any possibility of measure or containment. And in that resolve, she remembered her teacher. Memory became memorial.

When the student is ready, the teacher appears. How marvelous in this moment of readiness for this grateful woman to have a dear, wise teacher appear before her once again. And in the responses she received, other Mary Washington students shared in her gratitude, for her husband’s safety as well as for Taddesse Adera’s lessons–for they too had been students in his classes.

As the comments continued, the young woman wrote again, and the circle expanded. She had felt the presence of her teacher Taddesse so intensely in that moment that she went to Google to find the marks of his works and days. In doing so, she found a memorial I had written on my blog just after Taddesse had died, suddenly, in early 2006. The post spoke to her, and she shared it with her Facebook network.

And now I saw the post again, many years later, and I remembered something.

Sometimes my blog advances an argument, or tries to. Sometimes it aims to explore (or affect) the metaphysics. Sometimes it’s just thoughts, more or less unshaped, Sometimes all it is, is writing. Me writing. Gardner writes.

Reading what I had written about Taddesse, though, reminded me of what my blog is, at the deep heart’s core. These moments of love, or pain, or wonder, or confusion, these are important moments. Not every moment, and not all equal, but more of them than we can well remark upon, and more that should be discoverable, and unpredictably so. More moments we can reach for, and bring close.

One of my favorite scenes in The Year Of Living Dangerously comes when Billy Kwan, looking at the pictures of the new reporter in town, asks the empty room the essential question: could this new arrival be the unmet friend?

The wider circle of trust is the faith that the world has more unmet friends, more hands to hold, more hearts to mark and remember. I started blogging because I believed in the possibility of that wider circle, and marveled at the ways in which the Internet and the World Wide Web had symbolized that possibility and demonstrated the yearning that had animated many of its builders.

The young woman’s love for her old teacher, my love for a departed colleague, a link that leads to a memorial that still lives. A departed colleague and years of my own life now long past. A loss of faith interrupted by a young wife and mother’s joy, and a hyperlink to a past self who rebuffs my deflated disbelieving present self. A past self, now present, remembering a fine student and sharing in her joy, remembering a colleague who helped to nurture and shape my growth as a scholar and teacher, and whose life once again illuminated mine. A live link to help me recall why I blog.

A candle in the window.

"there's a place I got when I'm all alone." Photo by Psyche Della. CC-by-nc.

“there’s a place I go when I’m all alone.” Photo by Psyche Della. CC-by-nc.