{"id":7747,"date":"2018-10-08T05:09:36","date_gmt":"2018-10-08T05:09:36","guid":{"rendered":"https:\/\/www.repeatright.com\/engine\/?p=7747"},"modified":"2018-10-09T05:45:16","modified_gmt":"2018-10-09T05:45:16","slug":"edmundson-mark-2","status":"publish","type":"post","link":"https:\/\/www.repeatright.com\/engine\/edmundson-mark-2\/","title":{"rendered":"EDMUNDSON, Mark"},"content":{"rendered":"
[vc_row css=”.vc_custom_1453315804311{margin-top: -40px !important;border-top-width: 0px !important;padding-top: 0px !important;}”][vc_column width=”1\/2″][vc_tta_tabs style=”modern” shape=”square” active_section=”1″][vc_tta_section i_icon_fontawesome=”fa fa-book” add_icon=”true” title=”Citation” tab_id=”1449531588223-e020d87d-f7dd094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

\u201cEducation is about finding out what form of work for you is close to being play \u2013 work you do so easily that it restores you as you go.\u201d<\/p><\/blockquote>\n

~Mark Edmundson<\/strong>, American author & educator<\/p>\n

Why Teach? In Defense of a Real Education<\/em> (2013) New York, NY: Bloomsbury, p. 66<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-plus-circle” add_icon=”true” title=”Context” tab_id=”1449531588755-96303790-852e094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

Extended excerpt <\/em><\/strong>[Non-fiction.]:<\/p>\n

\u201cEducation is about finding out what form of work for you is close to being play \u2013 work you do so easily that it restores you as you go. <\/span>Randall Jarrell once said that if he were a rich man, he would pay money to teach poetry to students. (I would, too, for what it\u2019s worth.)\u201d (p. 66)<\/p>\n

\u00a0<\/em><\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-search” add_icon=”true” title=”Source ISBN” tab_id=”1449531589797-29580b31-8c50094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

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Source<\/em><\/strong><\/span>: Editor\u2019s copy – Why Teach? In Defense of a Real Education<\/em> (2013) International Standard Book Number (ISBN) 978-1-62040-107-1<\/p>\n[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][vc_column width=”1\/2″][vc_tta_tabs style=”modern” shape=”square” active_section=”1″][vc_tta_section i_icon_fontawesome=”fa fa-book” add_icon=”true” title=”Citation” tab_id=”1453315829087-ce67c619-0fbc5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

\u201cImmersed in preprofessionalism, swimming in entertainment, my students have been sealed off from the chance to call everything they’ve valued into question, to look at new ways of life, and to risk everything. For them, education is knowing and lordly spectatorship, never the Socratic dialogue about how one ought to live one’s life.\u201d<\/p><\/blockquote>\n

~Mark Edmundson<\/strong>, American author & educator<\/p>\n

Why Read?<\/em> (2004) New York, NY: Bloomsbury, 2005 edition, p. 16<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-plus-circle” add_icon=”true” title=”Context” tab_id=”1453315829475-7c82a017-1e625381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

Extended excerpt<\/em><\/strong> [Non-fiction]:<\/p>\n

“Immersed in preprofessionalism, swimming in entertainment, my students have\u00a0been sealed off from the chance to call everything they’ve valued into question, to\u00a0look at new ways of life, and to risk everything. For them, education is knowing and\u00a0lordly spectatorship, never the Socratic dialogue about how one ought to live one’s\u00a0life.\u00a0<\/span><\/p>\n

These thoughts of mine didn’t come with any anger at my students. For who was\u00a0to blame them? They didn’t create the consumer biosphere whose air was now\u00a0their purest oxygen. They weren’t the ones who should have pulled the plug on the\u00a0TV or disabled the game port when they were kids. They hadn’t invited the ad flaks\u00a0and money changers into their public schools. What I felt was an ongoing sense of\u00a0sorrow about their foreclosed possibilities.\u201d (p. 16)<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-search” add_icon=”true” title=”Source ISBN” tab_id=”1453315829682-63e8fade-cf4c5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

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Source<\/strong><\/em><\/span>: Library \u2013 Why Read?<\/em> (2004|2005 paperback edition) International Standard Book Number (ISBN) 1-58234-608-9<\/p>\n[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1453316221301{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;}”][vc_column width=”1\/2″][vc_tta_tabs style=”modern” shape=”square” active_section=”1″][vc_tta_section i_icon_fontawesome=”fa fa-book” add_icon=”true” title=”Citation” tab_id=”1453315828001-b5e2e52e-ea1e5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

\u201cMy students, alas, usually lack the confidence to acknowledge what would be their most precious asset for learning: their ignorance.\u201d<\/p><\/blockquote>\n

~Mark Edmundson<\/strong>, American author & educator<\/p>\n

Why Teach? In Defense of a Real Education<\/em> (2013) New York, NY: Bloomsbury, p. 19<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-plus-circle” add_icon=”true” title=”Context” tab_id=”1453315828385-86abfac4-79bf5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

Extended excerpt<\/em><\/strong> [Non-fiction]:<\/p>\n

\u201cGiven the way\u00a0universities are now administered (which is more and more to say, given the way\u00a0that they are currently marketed), is it a shock that the kids don\u2019t come to school\u00a0hot to learn, unable to bear their own ignorance? For some measure of self-dislike,\u00a0or self-discontent\u2014which is much different from simple depression\u2014is a prerequisite for getting an education that matters. My students, alas, usually lack the\u00a0confidence to acknowledge what would be their most precious asset for learning:\u00a0their ignorance.<\/span>\u201d (p. 19)<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-search” add_icon=”true” title=”Source ISBN” tab_id=”1453315828572-dac97b48-68e05381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

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Source <\/em><\/strong><\/span>: Editor\u2019s copy – Why Teach? In Defense of a Real Education<\/em> (2013) International Standard Book Number (ISBN) 978-1-62040-107-1<\/p>\n[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][vc_column width=”1\/2″][vc_tta_tabs style=”modern” shape=”square” active_section=”1″][vc_tta_section i_icon_fontawesome=”fa fa-book” add_icon=”true” title=”Citation” tab_id=”1449531591105-7edf5f39-feaa094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

One of the most important jobs a teacher has is to allow students to make contact with their ignorance.\u201d<\/p><\/blockquote>\n

~Mark Edmundson<\/strong>, American author & educator<\/p>\n

Why Read?<\/em> (2004) New York, NY: Bloomsbury, 2005 edition, p. 35<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-plus-circle” add_icon=”true” title=”Context” tab_id=”1449531591631-43861bc7-da28094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

Extended excerpt<\/em><\/strong> [Non-fiction]:<\/p>\n

\u201cOne of the most important jobs a teacher has is to allow students to make contact with their ignorance<\/span>. We need to provide a scene where not-knowing is, at least\u00a0at the outset, valued more than full, worldly confidence. Thoreau heading to\u00a0Walden Pond almost empty-handed, or Emily Dickinson going up to her room in\u00a0Amherst to engage in a solitary dialogue with God, are grand versions of the kind\u00a0of open and daring endeavor that we can all engage in for ourselves.\u201d (p. 35)<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-search” add_icon=”true” title=”Source ISBN” tab_id=”1449531592891-f39e055b-a66e094f-cf635381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

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Source<\/em><\/strong><\/span>: Library \u2013 Why Read?<\/em> (2004|2005 paperback edition) International Standard Book Number (ISBN) 1-58234-608-9<\/p>\n[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1453316221301{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;}”][vc_column width=”1\/2″][vc_tta_tabs style=”modern” shape=”square” active_section=”1″][vc_tta_section i_icon_fontawesome=”fa fa-book” add_icon=”true” title=”Citation” tab_id=”1453315828001-b5e2e52e-ea1e5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

\u201cReal reading is reincarnatio<\/em>n. There is no other way to put it. It is being born again into a higher form of consciousness than we ourselves possess.\u201d<\/p><\/blockquote>\n

~Mark Edmundson<\/strong>, American author & educator<\/p>\n

Why Teach? In Defense of a Real Education<\/em> (2013) New York, NY: Bloomsbury, pp. 113-114<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-plus-circle” add_icon=”true” title=”Context” tab_id=”1453315828385-86abfac4-79bf5381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

Extended excerpt<\/em><\/strong> [Magazine essay. Italics original to cited text.]:<\/p>\n

\u201cReal reading is reincarnatio<\/em>n. There is no other way to put it. It is being born again into a higher form of consciousness than we ourselves possess.<\/span> When we walk the streets of Manhattan with Walt Whitman or contemplate our hopes for eternity with Emily Dickinson, we are reborn into more ample and generous minds. “Life piled on life \/ Were all too little,” says Tennyson’s Ulysses, and he is right. Given the ragged magnificence of the world, who would wish to live only once?\u201d (pp. 113-114)<\/p>\n

Source note<\/em><\/strong>: The cited quote was also included in a July 2013 Chronicle of Higher Education<\/em> excerpt of Why Teach?.<\/em> Please see the \u201cSource Link\u201d tab for the link to this edition.<\/p>\n[\/vc_column_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=”fa fa-search” add_icon=”true” title=”Source Link” tab_id=”1453315828572-dac97b48-68e05381-89e55265-c6fa”][vc_column_text css_animation=”none”]\n

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Source <\/em><\/strong>[Featured source]<\/span>: Editor\u2019s copy – Why Teach? In Defense of a Real Education<\/em> (2013) International Standard Book Number (ISBN) 978-1-62040-107-1<\/p>\n

Source <\/em><\/strong>[Magazine – book excerpt]<\/span>: \u201cThe Ideal English Major\u201d (29 July 2013) online via The Chronicle of Higher Education: http:\/\/www.chronicle.com\/article\/The-Ideal-English-Major\/140553\/<\/a><\/p>\n[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]\n

Resources<\/h4>\n[\/vc_column_text][vc_column_text css_animation=”none” el_class=”Wrapper-Author-Resources”]Learn more about Mark Edmundson <\/strong><\/span>| Here are a few good places to start –<\/p>\n