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    8 views183 pages

    Teaching Charaction

    Uploaded by

    surya
    teaching charaction

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 183
    a Tce CHA ARACTEF | af Verity a, ROU 1 eH, He LITERATURE AWAKENING THE MORAL IMAGINATION IN SECONDARY CLASSROOMS We mE 4 Teaching Character Education through Literature Awakening the moral imagination in secondary classrooms Karen E. Bohlin if RoutledgeFalmer Taylor ls Fravecie Crom LONDON AND Mew eR, ‘ihaceounly publabed in the UGA and Canada by RouriadgeFuimar TNE Paadiass Aves, Blaw York, Wit IS01é First pebtivved 2205 by Routledge Feiner 7 Park Square, Makon Park, Abington, Cheon O14 8M Routledge Fores is ae anguine of the Taplir & Frenci: Seong 2 ANOS Rares E Matlin Typatat by Gabon and U0 by BC Trpesenting Lid, Beisel Printed and bound in Great Britain by T} loteenconal Lad, Fadinow, Corsa “Ail eygtta resereed. Her port of this book rray be reprinted or rapeodured or wrlined br any farm or bp ary electronic, mechanical, br ether mans, toow hiram or ereuker irersmed, lealading photsospring and cecereing. ar in ang infoernation storage ot eetrieea! system, methane germelmion in weitieg from the publinters braich Livary Casalogueyy in Pubiceoas Bata ‘S Latihogue record for tha book ig avalabve frou the Beitht Liteary Litvaey af Conperes Canaeging de Pubkoctinn Biwsa Accrtaieg record foe thei book han been requested ISBN O-415-32202-3 phiny Contents Acknowledgments vii American Foreword (Wayne €. Booth) ix British Foreword (jon Davison} “I lntreduction 1 PART i Narrative and moral agency I 1 The schooling of desire 13 2 Literature and the coral imagination 30 3 Fostering ethical reflection in our classrooms 44 FART Case studies in character 52 4 Elizabeth Bennet humbled heroine Ss? 3 Janie Crawford —wial and transcendence Bo 6 Sydney Carton—rekindling a sense of purpose wy 7 Jay Gatsby —che tragedy of blind eros 137 8 Final considerations 163 Appendices A Befniteons and cistinctions 180 “Contents B Extending reflection across novels C Character tables D Hotlist of teaching resources Further reading Index: 183 130 193 199 207 image not available image not available image not available x American Foreword heightened my excitemen: about my project and coneri my book. Those youngsters were already implicitly deal questions, whenever they became “booked” by -a tale: “Why was I hooked: ould | have allowed myself tp be hooked?" “Shruld 1 really care about the face af &, when actually | care more abour ¥?" And so on. Thus it seems co me that Bohlin's engagement with her four key novels well be relevant co teachers at every level even those teaching snadents Ene young to read the four key works she e deals with, When they read their first gripping stacy an their ow : ard af Ce} they are cngaging with it evbically, either as the suchoc intended or in blind opposition ta the intentions. One of my sharpest encounters of widespread misseading was with freshmen, just after Salinger's Catcher in the Rye came our. | found that a majority of che students became sx sympathenc ta Holden Caulfeld’s desires thar they si ignored Salinger’s many clues about: held's faules and errors—the many ways in which Finlder: fails te exercise what Bohlin calls *the schooling of desire.” Instead of jrining Salinger in his deeply sympathetic but critical exploration of Cauldeld’s character, they simply sided with him against che whole world. Some of them read so carelessly thar I wandered whether, if | taught them The Grevr Gatsby, they would find themselves simply siding vith Gatsby all the way, ignoring Fitegerald’s (and his narrator, C1 Gatsby's failure to “school” his desires. It w: taught to ask, clear that they had not been “Is the point of wiew af this character, as amplind by the 2" My praise for this beck might be sum 7 denrs and their high school teachers, back in the 1950s, hind encountered Bohiin’s book before | met them as freshmen Finally, | would like t0 stress a paint thar Boblin keeps throughout: the teaching af teachers that this honk can achi take it as ant only a guide co pedagogy hur an invitation to all of us oo become, as she puts it, “more adept at moral reflection,” the whale domain of literacy criticism will be enriched. Waywe ©. Bopa University of Chicage image not available image not available image not available 2 Teaching character education perspective and a compelling case for character education ia the UK. There is cmoreous overlay an oc ofehe aims and chjectives of character education ic both the WK and dhe Unined States. What the two nations have in commen is a shared sense of urgency, a concer to respond swaltly te the growing Sleany of alaren,” as James Arthur puts it: increased vilenee, cvidenced by brutal hazings and schol shoewings, chronic depression and growing incidences af suicide, hagh rates of hal and drug abuse, as well as bullying and sexual harassraent ag school These patteras of behavior have r 1a gr condemn among parents and educioré in scheol cen il the world,” page. the eof the Unfortunately, y character education inmtwives do nat en desires and aspirations of young people or show them the »: effort cequered to attains good character or acceumt for the complexity of moral growth, Lacking ach sral vikion of purpose, these efions can sometimes give tet to a charicter education thar focuses too marzewly on stamping out problem behaviors or preparing an hones: and future workforce to sroure a mare cabu y many effor charsceer at the secondary level—heralding simplistic slogans such as “Honesty is the best policy” oc “Practice candom acts of kindness"

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