"Teachers who are concerned about helping students become better writers tend to be pragmatic. They want ideas and suggestions that they can use immediately to improve student performance. Although this trait is admirable, it can make discussions of the history and theory of rhetoric seem like obstacles that delay grappling with practical issues," (Williams 2, 3). Yes, I consider myself to be a pre-service English teacher, desiring to provide my students with the best education possible. I think that in relation to this quote, teaching, as a practice, is also the same. It is a marathon, not a sprint. If it was easy, everyone would be doing it. The conflict lies within the inner-struggle involving instant gratification. For ourselves. For our students. If we could snap our fingers, we would be out of college, in our field, and influencing the lives we touch. However, I do see the value in Williams including the origins of rhetoric. You have to walk before you can run.
The historical figure I identified most with was Protagoras. "Protagoras taught his students to take either side in a legal case. . . For Protagoras, there was no such thing as falsehood. . . Protagoras taught that 'a man was the sole judge of his own sensations and beliefs, which were true for him so long as they appeared to be so,'" (Williams 11). I think what I love most about Protagoras is that he wanted his students to own their view. I consider one of my philosophies of education to be equipping students to be independent thinkers and do-ers. Regardless of what the absolute truth may be, if a student can substantiate whatever point they present, it doesn't matter what the truth may be for you or me.
In keeping with the trend of applying this text to my position as an English teacher, I do not fully agree with Socrates' perspective, regarding demonstrating the ignorance of those around him. "'And so I go about the world. . . and search and make inquiry into the wisdom of any one, whether citizen or stranger, who appears to be wise; and if he is not wise, then. . . I show him that he is not wise,'" (Williams 17). Of course this refers to a different time and place, but placing Socrates' beliefs in present-day classrooms, I do not believe my job is to point out the lack of wisdom in my students. I think a better tool would be to model wisdom. Wisdom is not just knowledge, but it is also having the humility to admit to not knowing the answer and then seeking to find it. I can only imagine how quickly I would lose my job if I would point out that my students or colleagues are "not wise".
The final aspect of this chapter that caused me pause regards the Harvard teachers who saw their students as "intellectual midgets" and no expectations for creating any sort of knowledge. Then, the chapter mentions that colleges and society is blaming the public school system, stating failure in effective training of composition. With the "Harvard method" having failed (gee, I wonder why?!), I am anxious to see what methods have worked and will continue to work to increase both teacher and student success. I believe, unlike the Harvard snobs, that every student is capable of learning. They may learn at different paces. They may not learn the way you want them to, but they can still do it. Hopefully, we can break the cycle of teachers who "abandon nearly everything [we] learn about writing pedagogy" and start serving our students better, mostly, by simply believing in their ability to succeed.
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