Blog Party: What Am I Reading For?

Introduction:

If you had to make a choice, would you spend the majority of your time reading books that would build knowledge and skill, books that provide you with information, or would you choose to read for enjoyment, a fictional story or poetry perhaps, what would you choose? If you were the Director of the U.S. Department of Education and were tasked with developing a reading curriculum for our schools would you focus more on reading for information or reading for enjoyment, or would you try to find a balance? Would the scale tilt heavily in one direction or the other?

Inquiry question:

Should our focus as a society with our school aged children, be to encourage them to read books that build knowledge, skills and abilities? Or, should we simply encourage them to read literature for enjoyment?

Point 1: Cultural Priorities?

When we ponder the inquiry question I think as a society we have to answer what our priorities are. If we agree that it would be more difficult to develop a scientist or an engineer in our schools if they are encouraged to read fiction novels for enjoyment, simply reading to expand their imagination, then we need to set our priorities based on our needs as a society. Do we need more scientist and engineers? If the answer to that question is yes, then we need to determine how we encourage and develop young people into the worlds best scientists. In fact, a lack of engineers and scientist has been discussed at a national level for almost 6 decades, ever since the Russians launched Sputnik, the first orbiting satellite, into space. In a recent study conducted by the organization referred to as BEST (Building Engineering and Science Talent) the report entitled “The Quiet Crisis: Falling Short in Producing American Scientific and Technical Talent,” This “quiet crisis,” the report’s authors noted, “stems from the gap between the nation’s growing need for scientists, engineers, and other technically skilled workers and its production of them.... This ‘gap’ represents a shortfall in our national scientific and technical capabilities.” In addition, a recent study conducted by the National Science Foundation of America asked adults living in the U.S. science related questions. When asked, only 21 percent of American adults could define DNA, and just 9 percent know what a molecule is. Another poll showed that one in seven American adults, roughly 25million people, could not even locate the United States on an unlabeled world map. NASA administrator Dan Goldin cites a question he received while defending funding for the space agency: "Why are we building meteorological satellites when we have the Weather Channel?" If this is the state of our knowledge base, we could make an argument that a more focused reading program is needed in our schools.

On December 10th, 1969 Max Delbruck conducted a Nobel Lecture. In his lecture he spoke of a Jubilee that was hosted by the Connecticut Academy of the Arts and Sciences. They arranged a poet, a conductor of trumpet and percussion, and two scientist to perform. It was a grand affair according to Delbruck. Everyone enjoyed the poem and the music, most of all the scientist. But the attendees had little to no interest in the science exhibition. To me this is troubling. We rely on technology, in fact, our society is referred to as a technological society. It appears that we take for granted what we have and would rather be stimulated by feeling rather that advancing our future through focused learning programs?

Point 2: Efferent vs. Aesthetic Reading

As we analyze reading for knowledge vs. reading for enjoyment we see that a portion of our debate is between two specific types of reading, Efferent vs. Aesthetic. Efferent is reading to learn something, what is a molecule for example (thank goodness at least 9% of us read that book). Aesthetic reading is reading that stimulates how we think and feel, reading a poem or fictional short story is a good example of aesthetic reading. Dr. Louise Rosenblatt, a leading researcher in the field of reading and learning, argues that it is not necessarily choosing one style of reading over the other, rather, if you tell the student why they are reading the book then they will automatically adopt the efferent or aesthetic stance. Rosenblatt presents a "Transactional Theory of Reading" and argues that it is not necessarily the book that determines learning but rather the reader bringing to the text their past experience and present personality. If this theory is accurate then it could be stated that less emphasis would be required on what a student reads and more emphasis on informing them why they are reading it, a more focused learning approach if you will.

In an article published in the New York Times on September 19th, 2009, Entitled "Initiative Focuses on Early Learning Programs" experts describe the current array of programs serving young children and their families nationwide as a "hodgepodge of efforts with little coordination or coherence. Financing comes from a shifting mix of private, local, state and federal money. Programs are run out of storefronts and churches, homes and Head Start centers, public schools and other facilities. Quality is uneven, with some offering stimulating activities, play and instruction but others providing little more than a room and a television." Again these are alarming facts and show very little coordination within our society. Proof that coordinating not only what they are reading but how they are reading it is a very important key, especially if Rosenblatt's "Transactional Theory of Reading" is accurate.


Point 3: Challenges with Reading in Today's Society

In today's society we face many challenges with reading, especially in young people. There are obvious advantages to encouraging kids to read for enjoyment, it is probably more healthy than watching TV or playing video games. I also think we would all agree that parents should play a major role in helping their children to develop good reading habits. Although its sounds fairly easy, this can be challenging in today's electronic world. Video games occupy several hours of a child's time each day and their phone is constantly buzzing with a text from a friend. But, please take a moment to ponder the thought of focusing their reading into a specific area that builds knowledge, skills and ability. Think of how productive this time could be if they were reading books about science or engineering? I do believe that we should inform them and encourage them to read to learn, to channel their energy in a more specific and productive direction. This type of reading or learning certainly should be a focus in our schools, right?

In contrast to reading for knowledge, it is probably more enjoyable to read for pleasure, we love to be entertained. In fact, I will quote from the literary text book for this class, chapter 1, "Human beings love stories. We put them everywhere-not only in books, films and plays, but also in songs, news articles, cartoons, and video games. There seems to be a general curiosity in how other lives, both real and imaginary, take shape and unfold" (Kennedy, Gioia, Pg. 5). This presents an even bigger challenge; it may be more difficult to get our youth to read for knowledge, and they may be more inclined to read for enjoyment.

Edgar Allan Poe, one of our great fictional writers, wrote many great short stories and poems. When you read his writing, and other great fictional writers, you get a sense that they understood how to draw the readers attention, bate them into wanting to read more. When we look at a Poe classic, "A Tell-Tale Heart" we are provided with a great example of drawing the reader into a story. "It is impossible to say how first the idea entered into my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! One of his eyes resembled that of a vulture-a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees-very gradually-I made up my mind to take the life of the old man, and thus rid myself of the eye forever" (Poe, pg. 37). This short story about a mad man that seemingly murders (may just be in his imagination) for no reason, and his own insanity causes him to confess, is a great short story. Certainly all of us, including young people, would love to read this story rather than a book about molecules (not including the 9% o course).

Conclusion:

At the end of the day we are left with one simple fact. We live in a very technological society and we as human beings are compelled to evolve, it is our nature. If we are to continue to advance our society we must encourage our youth to read and to aspire to become the next great scientist, computer programmer or engineer. Evidence suggest that we do not focus our attention with young people on reading that builds knowledge, at least not enough to support important fields, such as science and engineering. That is not to say that evidence suggest the contrary, that we are developing poets and writers through an aesthetic style of reading. If Rosenblatt's "Theory of Transactional Reading" is accurate then one could argue we simply need to inform the reader what it is that we would like them to learn and encourage them to read more. Also, by Reducing the amount of time they spend doing other activities and becoming more involved in their reading and learning, we can guide them in a more productive direction.

Questions:

1. Do you agree that kids spend to much time playing video games and watching TV and should spend more time reading a book.

2. Do you agree that reading in our schools should focus on learning and developing skills, or do you support a more balanced approach where reading for enjoyment is encouraged equally?

Works sited:

Department of Teaching and Learning, School of Education, University of Miami, Distinguished Visiting Scholar, Louise Rosenblatt Interview

MICHAEL S. TEITELBAUM, Alfred P. Sloan Foundation, "Do We Need More Scientists"

SAM DILLON, New York Times, "Initiative Focuses on Early Learning Programs,"
Published: September 19, 2009

Kennedy, X.J. and Gioia, Diana. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. New York: Pearson-Longman, 2007. 3

Blog Entry 22: Freestyle

My take on Othello:

I had a challenging time understanding the text in this play. However, as I continued to read I gained more of an understanding and was comprehending the story much better in Acts III and IV than in Acts I and II. I really enjoy the story and understand why it is a classic. I would like to find the 1951 version and watch the full length movie. I also think that if there was a book that adapted the text into a format that would be easier to read and understand I would enjoy that as well.

If you would like to post a response to this I would be interested in reading your comment.

Blog Entry 21: Scene response on Youtube

Of the four videos I feel I enjoyed the 1951 scene the most. Partly because I think it appeared to me to be the most authentic. I did not feel however that the casting for Othello was a good representation of his heritage, Northern African. I thought this film followed the script closely and the acting was very well done. It did not appear to be as dramatic as the other scene III version. The setting was very appropriate and the lighting was sunny and bright in most locations. The costumes were mostly white, with leather and brown colors. The movie is in black and white so it was not colorful. Iago was very deviant looking and I enjoyed the actors facial expressions. Othello was very big and masculine and had a very deep strong voice. In contrast I did not think Lawrence Fishburne did a very good portrayal of Othello. I felt this was less true to the original script, and although it was in color I did not get the feeling this was as good as set as in the earlier version.

The other two clips I felt were a little over acted. I understand this scene is more intense but both characters were very distraught, one grabbing Iago and one slamming himself into the wall openly sobbing. I did not enjoy the settng of the civil war. I like the setting that closely represents the original setting.

I would have liked to have scene the contrast of all four movies using the same scene. I would have liked to see the 1951 version actor campared to Anthony Hopkins.

Blog entry 20: Shakespeare Act III Quote Response

Iago:

"I do beseech you, though I perchance am vicious in my guess as I confess it is my nature's plague to spy into abuses, and oft my jealousy shapes faults that are not-that your wisdom then, from one that so imperfectly conceits, would take no notice, nor build yourself a trouble out of his scattering and unsure observance. If were not for your quiet nor your good, nor for mu manhood, honesty, and wisdom, to let you know mu thoughts.

Othello:

What dost thou mean?

Iago:

Good name in man and woman, dear my lord, is the immediate jewel of their souls. Who steals my purse steals trash; 'tis something, nothing; 'twas mine, 'tis his, and has been slave to thousands; but he that filches from me my good name robs me of that which not enriches him and makes me poor indeed.

This exchange takes place shortly after Othello enters the room and sees Cassio leaving Desdemona's presents. Othello becomes interested in why Cassio was visiting with Desdemona and his suspicions are born. Desdemona desperately wants to put this idea to rest and begs Othello to meet with Cassio and discuss his loyalty and return him to favor. OThello is not interested in doing this anytime soon and suggest that if something made him stop loving her the result would be chaos.

Iago takes this opportunity to manipulate Othello and using reverse psychology appears to hook Othello's interest. Once Iago catches Othello's attention he draws him into his web of deceit. He suggests that a man can steal his money (purse) and that is not disheartening; but rather a man steals your good name then you are left poor and he is none the richer. This statement seems to invoke Othello's pride and puts him in a defensive and suspicious frame of mind.

I believe this passage represents the central conflict in the play. Iago is determined to destroy Othello and is going to use wit and deceit to do so. The story is a tragedy because two people that love each other are torn apart by senseless jealousy. But if Othello had possessed a stronger presence he could have dismissed Iago's suggestions and could have believed in Cassio's friendship and Desdemona's love. I believe this quote best represents what is at the heart of this story.

Blog Enry 19: Freestyle

Shakespeare

Recently while reading Shakespeare's Othello, I believe this was my first experience with Shakespeare by the way, I struggled to understand the dialect. I began to get frustrated because no matter how hard I tried to concentrate the writing was so difficult to understand, written almost backward, like Spanish. But, I read on, trying to enjoy the story. In the end I enjoyed act I and II of Othello very little.

I think Shakespeare may be an acquired taste. That hath become accustom for the yearning that thou didst know twas of some such thing with little goodness did come of it?

I will continue to read the story and in the end who knows?

Blog Entry 18: Quote Response Othello

Othello Act I Scene III

Desdemona -

My Noble Father,/
I do perceive here a divided duty./ To you I am bound for life and education;/ my life and education both do learn me/ how to respect you. You are the lord of my duty;/ I am hitherto your daughter. But he is my husband,/ and so much duty; as my mother showed/ to you, preferring you before her father,/ so much I challenge that I may profess/ due to the Moor my lord. (Shakespeare pg. 929)

I thought this was an interesting point in the play. After Brabantio speaks so strongly to the Moor I thought that he would never join the two together. Surprisingly, after Desdemona speaks the father joins the two of them together and says "I here do give thee that with all my heart." This was surprising to me and shows that Brabantio did not want to lose the relationship he had with his daughter. I also thought that Desdemona eloquently chose her words and won her father over.

I thought this scene was a testament to the strength of Desdemona. She had to stand before Nobles and her father to profess her love for a man that she should never have been with. This must have been very difficult to do. I also think this scene helped plant the irony in the outcome of the play. Desdemona was murder for being unfaithful.

Blog Entry 17: "Trifles"

County Attorney: "I guess before we're through she may have something more serious than preserves to worry about."
Mrs. Hale: "Well, women are used to worrying over trifles"
County Attorney: "And yet, for all their worries what would we do without the ladies? Dirty towels! not much of a housekeeper, would you say, ladies?"
Mrs. Hale: "There's a great deal of work to be done on a farm" (Glaspell, 812)

As I was reading this poem this exchange really stood out to me. It was obvious that the writer was making a statement here about a women's position in society during this period, in this particular culture. The men in this play do not appear to hold women in high esteem. The attorney insinuates here that Mrs. Wright needs to do a better job of keeping her house clean for Mr. Wright. Mrs. Hale appears to stand up for Mrs. Wright and does not take the attorney's comments lying down (subplot, men vs. women).

At this point it was difficult to determine where the play was going and who killed the farmer, although everything appeared to point to his wife, Mrs. Wright. But as I read on it was apparent that the women were going to defend Mrs. Wright and that they felt the husband was deserving of his fate for killing the bird.

I don't feel that the play was looking at this particular incident and analyzing whether or not Mrs Wright should get away with murder. Rather, if men can mistreat their spouse and it is accepted what rights do women have to stand up for themselves (central conflict). Now Mr. Wright certainly did not deserve his fate for killing the bird. However, women do, on occasion, get away with murdering their abusive husband.