Thursday, July 2, 2015

Teaching on behalf of, rather than in scorn of, humanity

The business of teachers is to discover and then to demand all the authority that flows from their obligations as teachers. That is their given style of exemplary engagement. An understanding of that authority will arise when the self-interest, mutual but not identical, of teacher and student in the civilization transmitted is known. To foster consciousness in this sense is one business of radical research. Vastly more courage must be exhibited by all of us in our purely pedagogic roles. Teachers must seek authority as members of an academic community, whether to stop teaching, to teach this and not that, to protect students from destructive grids of requirements and moronic sanctions, to foster self-possession without preempting criticism, and above all to understand and say clearly what they are about – so that they do not commit the final pedagogic crime of conferring the problem unsolved upon those who have come for something else. Teachers, radical or otherwise, exercise their role among their peers and toward their students no by abdicating their role, but by defining it. Above all, I am suggesting that the business of the literary teacher is to understand her civilization as it is the life-space of the person: consoling, redemptive, but also treacherous, abhorrent, arbitrary, absurd. To administer civilization on behalf of rather than in scorn of humanity now appears to be the hardest problem that has ever confronted mind. - Allen Grossman

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