Posts Tagged ‘teaching’
September 27, 2016 | by Anthony Madrid
In March 2016, our correspondent Anthony Madrid began composing a set of quasi-kōans (on the theme “What is poetry for?”) for the Chicago arts and commentary magazine The Point. What follows is the second of two sets written for the Daily. (The first one ran in July.) Madrid’s unwieldy and indeed unusable title for the first set was “Both speech and silence are involved in transcendent detachment and subtle wisdom. How can we pass through without error?” His unusable title for the present set is “I always remember Jiangnan in May; where the partridges call, the hundred flowers are fragrant.” (Taken together, the two titles constitute Case 24 in the Song Dynasty kōan collection Wumenguan.)
Public Case 6: Ancient Chinese
Our teacher said: “Has anyone ever noticed that many of the most attractive ancient Chinese poets have the same ideas about poetry as modern American high school students? Anyhow, the themes are the same. What am I doing today. How am I feeling. What’s my philosophy. What can I see from where I’m sitting. What just happened. I am kind of a loser. What are my favorite quotes.”
One of the students said: “James Schuyler.”
Comment. It is hard for twenty-first-century USA poets to really understand old Chinese poetry: no surprise there. The surprise is that we find our own childhoods as difficult to “relate to” as the literary world of premodern China. We rub our eyes in disbelief when we have anything in common with either.
Tao Qian, James Schuyler, our own sixteen-year-old selves—of course they write about what they can see from where they’re sitting. What else can be seen?
The truth is almost everyone has almost everything in common. The main exception is the people who are “too smart for that.” They make a point of not having anything in common with anybody. Read More »
September 13, 2016 | by Anthony Madrid
Before we begin, I need you to search your heart and evaluate soberly whether you have ever had the experience of sincerely enjoying metrical effects in poetry. If you find in your bosom any doubts regarding this matter, I'm going to ask you to please rise from your seat and locate your nearest exit, keeping in mind that it may be behind you, or opening right now at your feet. You may ignore the smoke. Best wishes. Thank you so much.
Now. The rest of you. We have a great deal to discuss, but I must be brief. I am going to advance a radical proposition. Read More »
August 11, 2016 | by Kate Ellen Braverman
July 13, 2016 | by The Paris Review
Over the years, The Paris Review has joined with 92Y’s Unterberg Poetry Center to present an occasional series of live Writers at Work interviews. This April, poet Nathaniel Mackey sat for an onstage conversation with Cathy Park Hong. Read More »
March 28, 2016 | by Iris Murdoch
December 22, 2015 | by Spencer Robins
We’re away until January 4, but we’re re-posting some of our favorite pieces from 2015. Please enjoy, and have a happy New Year!
What the philosopher learned from his time in elementary-school classrooms.
Every philosophy major has at some point had to answer the standard challenge: “What are you going to do, teach?” It’s especially frustrating after you realize that, for someone with a humanist bent and a disinterest in worldlier things, teaching is a pretty good career choice. Unemployables in the humanities might take comfort from the fact that one of the twentieth century’s greatest philosophers, Ludwig Wittgenstein, made the same choice. He revolutionized philosophy twice, fought with shocking bravery in World War I, inspired a host of memoirs by people who knew him only glancingly—and for six years taught elementary school in the mountains of rural Austria. Biographers have tended to find this bizarre. Chapters covering the period after his teaching years, when Wittgenstein returned to philosophy, are usually called something like “Out of the Wilderness.” (That one’s from Ray Monk’s excellent Ludwig Wittgenstein: The Duty of Genius. The next chapter is called “The Second Coming.”)
By the time he decided to teach, Wittgenstein was well on his way to being considered the greatest philosopher alive. First at Cambridge, then as an engineer and soldier, Wittgenstein had finished his Tractatus Logico-Philosophicus, at once an austere work of analytic philosophy and—for some readers, Wittgenstein apparently included—an almost mystical experience. In it, he claimed charmingly and not without reason to have solved all the problems of philosophy. This was because of the book’s famous “picture theory of meaning,” which held that language is meaningful because, and only because, of its ability to depict possible arrangements of objects in the world. Any meaningful statement can be analyzed as such a depiction. This leads to the book’s most famous conclusion: that if a statement does not depict a possible arrangement of objects, it doesn’t mean anything at all. Ethics, religion, the nature of the world beyond objects … most statements of traditional philosophy, Wittgenstein contended, are therefore nonsense. And so, having destroyed a thousand-year tradition, Wittgenstein did the reasonable thing—he dropped the mic and found a real job teaching kids to spell. Read More >>