Rules, Desires, Literacy, and Goodness
Broad, leaky title for a blog, I know. But this one is easily captured in something that happened on Facebook recently (does anything really “happen” on Facebook?) and boiled down to that second term, “desire.”
A friend had posted a provocative
statistical map on his Facebook page showing how few high school and college graduates continue to
read after graduation. The statistics are abysmal, and as a teacher, my friend
expressed concern with getting his students reading.
As an occasional poster on his
page (and even more rarely, an occasional “wit”), I joined the fray. I wrote, “We
need to teach our students to be ‘life-long’ readers for pleasure.” As soon as
I posted this, I added, “…or we pass a law requiring all Americans to read at
least two books a year.”
Alongside the IRS we could
institute the BRS, or Bureau of Reader Services, and for reporting purposes,
all citizens could make use of the old “book report” genre they had forced on
them in grade school.
And then, dull wit expressed, I
sat back and realized that the either/or dilemma I’d captured here equally
applied to other issues than reading—certainly religion and dieting as well.
Many people, after all, say they
want to read more. They say this, anyway, though it is usually because they think
reading will be good for them in some vague sense—not so much because they seek a dialogue
with different or greater minds than their own. They say they want to read more like I say I want
to lose weight. What we get instead, when we don’t find the desire to read or
eat right and exercise, is the rules.
Rules
and Desire
The intention behind any rule, of
course, is not ever oppression, though that’s how it sounds at first. The
bullies at the pool are told to stop pushing younger kids into the water. One
usually hopes that continued conformity will teach love for the law, but let’s
be real.
As for me and my new proposed
literacy law, I’m fine with it, of course. I’ve usually read my second book by
the tenth of January. I like to read, find it pleasurable in a way I imagine
great saints find pleasure in God. No rules are needed to force my nose to the
text.
The rules are there for people
who lack desire or to check desires that run in other directions.
This—the ruled state—is the state
I imagine is found in most churches, synagogues, mosques, and high school and college
classrooms. As the Misfit says of the grandmother at the end of Flannery O’Connor’s
story, “She’d of been a good woman had there been someone there to shoot her
every minute of her life.”
This isn’t really about killing
ourselves to be good. It’s about desire, about finding pleasure in what is
good. People of faith refer to this as being given a "new heart." Most of the time, we don’t find this sort of grace, and so it takes some kind of faith on our part to
consider that though we can’t see it at the moment, putting others before
ourselves now might actually lead to feelings we’ve never had before.
In literacy terms, it's having faith that in finishing
the book, we’ll find something worthwhile we couldn’t have imagined on choking
down those first few pages.
Labels: Flannery O'Connor, goodness, grace, literacy, reading for pleasure, rules, The Misfit
5 Comments:
As a professor of American literature, I believe my top priority in the classroom is to help awaken students to the love of literature and to show them ways in which it is relevant and enjoyable. Some of them come to the classroom with that positive view of literature already, but others are hostile or indifferent to it. My goal is to get the students to read these works and then walk away wanting to read more because they have been surprised by how profoundly the literature has moved them, challenged them, made them laugh, and entertained them. If I can help lead them to that attitude, then I have succeeded. There are other more traditionally academic "learning outcomes" that we have to achieve, but love of literature is at the heart of it for me. And it happens quite often. Under the right conditions, the literature sells itself.
Thanks for these ideas, Joe. I wonder why some students come into a literature course "hostile or indifferent" to literature. Is it because they were taught that to read great literature is to decode it somehow, to find its "real meaning"? I love your idea that "the literature sells itself." What a great way to say it.
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I was lucky enough - in high school - to have teachers who shared Dr. Bentz's attitude. I don't believe that same attitude exists at the lower levels of education today, at least not in the area where I live. I have witnessed a lot of teacher burn-out, a sense that teachers need to "entertain" their students rather than use gentle discipline to guide them. Unfortunately, I think a lot of this came about when so many non-English-speaking kids were mainstreamed, causing teachers to take on unexpected burdens. I am glad to see some dialogue about this - maybe it will help!
Elena, I agree with your point that there is too much teacher burnout in the lower grades. I wonder if the No Child Left Behind act, which caused many schools to drop silent sustained reading periods--a time in school when many young students might discover the pleasures of reading--might be a big stumbling block for teachers and students.
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