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Pedagogy, Philosophy, and Nonsense Home Essays and Links Creative Non-Fiction The Dawn, the Dark, and the Horse I Didn't Ride in On (an odd, philosophical, semi-romantic meandering) The Mug, the Magic, and the Mistake Trumpet Player, USDA Approved Writing and Education A Major is More Minor Than You Think Thoughts About Picking a Major Reading Poetry and Cloud Watching What's the Subject of a Class? Why Write? Legos, Power, and Control Writing and Einstein: The Difference Between Information and Meaning Writing and the Goldilocks Dilemma Something Somewhat Vaguely Like a Resumé POETRY My Other Related Sites: Showing Class: Writing by Current and Former Students
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This is a list of some of the primary points behind my philosophy. You'll see many of them played out in longer form as I get the pages written and added. I'll add to the list whenever I have an aphorism attack. 1. Telling and teaching are not synonymous. 2. Memorization and learning are not synonymous. 3. Information and knowledge are not synonymous. 4. Knowledge and power are not synonymous. 5. Power and wisdom are not synonymous. 6. Learning is a creative act. 7. Their learning is more important than my teaching. 8. The mission takes precedence over procedures. 9. Procedure and process are not synonymous.
Would you like to know when the site gets updated? Drop me an e-mail, and I'll add you to the list. Much of my writing has been for the antiques site lately, but I have a long list of essays in assorted stages of revision for this site. The people who e-mail often apologize because they assume I'm swamped with e-mails. I only wish it were true. I'm a teacher from the marrow out, so give me questions. I'm a writer, so I also need an audience. Sometimes that means applause, sometimes rotten tomatoes. From time to time, a student decides to use some of my ideas, or perhaps they even quote me in a paper. Great, I'll take what fame and traces of immortality I can get. However, I should also warn such students that my ideas are not always the things that your teachers want to hear. I'm a stubborn idealist, and that puts me at odds with quite a bit of education theory and literary criticism. Sure, I think I'm right about some things, and I'm sometimes convinced of my own brilliance, but don't jump into the fire blindfolded. FDP |