In my opinion, this is a PERFECT example of what's wrong with some current
educational movements, especially the extre,e standards, objective, and RTI
movements right now. We used to have scholars such as Jerry Harste who
simply refused to "make easy" what is actually hard and trying to pin things
down with ease distorted what was actually being said and what could be
said. I've always liked his phrase "mucking around" when I think of
inquiry. Also related to this line of thinking is the "uncertainty
principle". Our profession has become (through forces not always within our
control) adept at Naming Things. We want to come to an easy answer quickly
and "come to consensus." We are becoming intolerant of messy thinking,
reflection, and things that just take time. I wish we could have a little
dose of Piaget right now. If only he could come back, look and listen, and
try to pin things down without destroying them, I'd love to see it. I don't
think he'd be proud of us. Even though assimilate and accommodate do name
thinking, it's not narrowed. For evidence of that, see how difficult it is
for people to do other than recite a definition. It's so hard to help
college students understand these terms and many never do. Even the ones
that do seem to need high-level review if they are away from thinking about
them a bit.
Not everything can be skewered and mounted in a "butterfly" collection of
terms such as author's purpose and theme. Thank God, I say. And this is
precisely why I read this list. I have others to help me understand
without "compliance." Most people who post on this list have become
tolerant of the lack of easy and SIMPLE answers and are willing to struggle
with a meaning invented and used by them. (even though I suppose
there really isn't anything new under the sun.)
Now, I have to happily unmuddy the waters a bit.--or muddy them, depending
on your point of view, I guess. What was Ellin Keene's purpose for writing
To Understand? If we can articulate that, we are a long ways along the road
of understanding understanding. And I'm sure there are some who have put
the book aside because it is neither easy nor quick to comprehend and
apply. What it is, is a brilliant articulation of putting theory into
practice in the complicated, messy, challenging, and thrilling real world.
Her "multiple choices items" on tests don't have A-D. They go much farther
than that. Or possibly her multiple choice answers are A, B, C, D (all of
the above), or E (some of the above, but we're still figuring out which), or
F(not all of the above, but it will take more work to figure out which).
And what happens to the teachers who are okay with, and challenged by,
discussions to help each other develop deep understanding -- when they're
forced to "teach" some programs, many of which remind me of Catechism
questions and answers, or the chanting of the beautiful, ancient rituals in
some churches (which at least helps us . Memorizing that E=MC squared
doesn't get us much further toward understanding. I really do wish Piaget
were here. My limited understanding of him would say that we in American
education today have been forced to articulate thinking in such a narrow way
that it's been rendered nearly useless.
But, you know, I'm not blaming us. It's been done to us. Maybe. Ellin
wouldn't have struggled to understand understanding ("Ya'all say that, but
you never say what that means...") if she had given up on us all. She
believes we can do it. And believe me, I do know firsthand what it can cost
us as teachers. But if we don't do it, think what it costs our students.
Hmmmm. Extended thinking to follow.
Bev P.
On Sun, Nov 8, 2009 at 3:12 PM, <[email protected]> wrote:
> And I'll muddy the waters further. I tell my students that these are terms
> readers have invented to make it easier to think about and discuss
> literature. I doubt you'll find a talented writer who decides on message
> and/or theme as organizational tools. I recently heard John Irving explain
> how story invents itself. I've heard that Barbara Kingsolver has a sign
> above her monitor reminding her "Don't preach." I think we need to be
> careful about superimposing structure on creative work. I like the previous
> comment (was it Lori?) about making meaning for ourselves as individual
> readers. IMHO, we teach kids these terms not because there is one correct
> answer, but to help them delve into text, to think about their reading, and
> to discuss it with meaning.
> JMO,
> Judy
>
>
> ----- Original Message -----
> From: [email protected]
> To: [email protected]
> Sent: Sunday, November 8, 2009 10:31:30 AM GMT -08:00 US/Canada Pacific
> Subject: Re: [MOSAIC] Theme/author's message
>
>
> Maura
> Now I will muddy the waters a bit...our district says the author's purpose
> is one of three things...she writes to inform, to entertain or to
> persuade. Authors message and theme are used interchangeably.
> Jennifer
> In a message dated 11/8/2009 1:02:29 P.M. Eastern Standard Time,
> [email protected] writes:
>
> This inquiry was perfectly timed for me. Next week we will be focusing on
> the author's purpose and then finishing up the book and learning about
> theme. I am interested on hearing what others think about these topics!
> Maura
>
>
>
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>
--
"There is nothing so unequal as equal treatment of unequals." Chief
Justice Oliver Wendell Holmes
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