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Full Description
This collection of essays demonstrates that using fiction, poetry, and drama in the classroom provides students with the best opportunity to learn about thinking, writing, and life at their deepest levels. Several of the contributors have worked or studied at Ridgeview Classical School in Fort Collins, Colorado. E. D. Hirsch, in The Making of Americans, has said of this school that its success «stands as a sharp rebuke to the anti-intellectual pedagogy of most American schools». Within this volume, readers will also encounter essays by teachers who have not worked at Ridgeview but utilize the same approach to teaching, illustrating that these methods can be used with students at all levels of education, from rural schools to major universities. Included in the appendices are course descriptions, syllabi, and study questions to provide examples of how these teaching concepts can be applied in the classroom. Ultimately, these authors provide readers with new insight, in this era of supposed practicality, by illuminating literature as a down-to-earth vehicle whereby students can learn to read, write, think, and feel in ways that empower them both as learners and as human beings.
Contents
Contents: Florian Hild: The Ridgeview Way of doing Literature - Jennifer Tillson: From Student to Teacher - William Binder: The Text-Centered Classroom - Timothy Smith: R-Evolution of a High School Classics Teacher - Emmaline Ashley: Participation in the Conversation - Russell Weaver: The Origins of Ashland Connections - Seth Snow: Teaching the Text in High School - Michael McFall: On Teaching Without Lecturing.
