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Posts Tagged ‘Auburn University’

Um Céu Imenso

In Arts & Letters, Creative Writing, Fiction, Humanities, Literature on April 8, 2015 at 8:45 am

Hugo Santos

Hugo Santos é professor de Literatura no Brasil e possui os cursos de Graduação e Mestrado em Literatura Brasileira, ambos conseguidos pela Universidade Federal de Pernambuco, no estado de Pernambuco, cuja capital é Recife – sua cidade natal (e de acordo com ele mesmo, uma das mais belas cidades do país). Atualmente, ele está frequentando o Programa de Doutorado em Educação de Adultos, na Universidade de Auburn, onde também é professor de Língua Portuguesa e Cultura Brasileira. Além disso, ele está representando o Governo de Pernambuco na iniciativa de se estabelecer uma parceria entre a UA e a Universidade do Estado de Pernambuco, através do estabelecimento, troca e ampliação de pesquisas que permitirão a alunos e professores das duas instituições explorarem o que cada uma tem para oferecer. É autor de “Um Céu Imenso.”

Hugo Santos is a Professor of Literature in Brazil and received both his undergraduate and master’s degree in Brazilian Literature from the Federal University of Pernambuco, in the state of Pernambuco, located in the Northeast of Brazil, whose capital is Recife—his hometown (according to himself, one of the most beautiful cities in the country). Currently, he is enrolled in the Ph.D. Program in Adult Education at Auburn University and teaches classes in Portuguese and Brazilian Culture. He is linked to the Auburn University Office of the International Programs as a representative of the Government of Pernambuco and is establishing a partnership between Auburn University and the Pernambuco State University, where he worked in Brazil. The research exchange and extension program enables the students and teachers of both institutions to explore what each university has to offer. He is the author of Um Céu Imenso (“An Immense Sky”).

A cadeira se encontrava exatamente no mesmo local. As teias que a recobriam davam-lhe um contorno sutil, de modo que o quadro de abandono do quarto era encoberto por aquele manto prateado, luzindo ao abrir da janela e mantendo intocáveis as lembranças há muito guardadas de uma época de alegria, dor e tristeza.

Remanescendo de uma turva lembrança, que embora agora estranha, era ainda uma visão que me enternecia muito, vi tomarem forma as estantes de livros, a cortina cinza que combinava com aquela extensão de céu sempre chuvoso, e que me trazia, junto com as gotas, o toque mágico do horizonte, quando estendia o rosto pela janela e permitia à chuva desempenhar o papel de confidente e mensageira de uma embalada esperança. Senti a mesma brisa daquelas noites solitárias, daqueles momentos de intangível leveza, em que me sentia num vôo silencioso, rasgando ares sem fim e tendo a minha frente apenas o infinito, irretocável e belo, chamando-me a um mundo desconhecido do meu e a uma vida desconhecida da minha.

Senti o mesmo tremor no assoalho do quarto, de quando ouvia os passos na escada e num rasgo impetuoso de agonia gelava-me o sangue, sufocava-me o peito e eriçava-me o coração, num batimento louco arritmado, vendo surgir, gigantesco e enfurecido, a imagem de meu pai.

– Moleque! Eu disse que não queria você com aquela vadia.

– Ela não é vadia. Só está querendo me ajudar.

– Ajudar a tirar você dessa família, de junto dos seus irmãos.

Meu pai jamais imaginaria o que era estar ao lado da Dona Mariana. Impossível também para um menino de doze anos pensar nela como um ser humano normal. Impossível não ser hipnotizado por uma profunda sensação de êxtase quando a via, em qualquer que fosse o momento, especialmente no primeiro cumprimento do dia.

– Tudo bem, Vitinho? Hoje você parece muito mais encantador e sorridente do que da última vez. Andou ganhando algum presente?

– Não, senhora. Só tô feliz porque tô mesmo.

Hoje eu vejo, sentindo ainda o veludo daquela voz, que aquele jeito cândido, aquela beleza sublime de quem transpirava ternura, era única e simplesmente o que ela era. O seu tom e o seu toque, o rosto delineado lembrando a face do bem, e um sorriso angelical que irradiava pura compaixão, deixaram-me instintivamente apaixonado no primeiro segundo que a vi.

Eu a havia conhecido no mesmo dia em que minha mãe morrera. Ao ver-me chorando no corredor do hospital, sem jamais termos-nos falado antes, ela me deu um abraço afetuoso e alisando minha cabeça e limpando minhas lágrimas, teceu-me os mais belos comentários a respeito de minha mãe que ninguém jamais dissera. Citou frases que ela havia dito, pessoas que havia ajudado e fez-me ver, da maneira mais cristalina possível, que o fazer o bem era o valor mais inalienável que poderíamos ter e repassar.

Minha cabeça girava feito um carrossel. Muito mais pela apaixonante presença daquela diva, do que pelo enredo de dor pelo qual passava naquele dia. Na ocasião não entendi muito bem a iniciativa de Dona Mariana e perguntava-me, a todo momento, o que a movia a tamanho gesto.

Muito mais complicado era tentar entender a reação negativa de meu pai àquela amizade. A fúria que o tomava à simples citação do nome dela deixava-o de tal modo possesso que seus olhos esbugalhavam, a ponto das veias do globo ocular ficarem à vista, a veia da garganta inchar e, a cada berro, chuvas de saliva respingarem em quem o cercasse. Era completamente incompreensível tanta ira por alguém tão infinitamente amável como Dona Mariana.

De toda sorte, e por força de um impulso sempre incontido, jamais deixei de ir aos encontros com aquela minha musa. Apesar do medo das surras prometidas e do calafrio no momento do retorno pra casa, a necessidade de falar-lhe, de ouvir-lhe e de olhar-lhe se sobrepunha a quaisquer sentimentos humanamente conhecidos. O bombeamento do meu sangue aguçava toda a eletrização do meu corpo, e um misto de letargia e ligeireza, de estupidez e genialidade tomavam conta de minhas ações, gestos e sorrisos.

Como era de se esperar, um dia fiz-lhe referência ao ódio nutrido por meu pai, incluindo os detalhes mais constrangedores, à mínima referência a seu nome e, para minha surpresa, absolutamente nada lhe soou estranho. A impressão, inclusive, foi de uma fina dor na confirmação daquelas palavras, no marejamento daqueles olhos e naquele único sorriso, que não foi de um anjo, mas de uma alma ferida por uma estocada, direto no coração, da adaga da amargura.

– E você tem idéia do por quê dessa raiva?

– Não tenho, não. Mas é algo importante, não é?

– Eu já não falo disso há muitos anos. Nesse tempo todo, sempre imaginei que retomar a vida fosse fácil, depois de um duro golpe dado pelo destino. O fato, meu querido, é que os golpes só aumentam de intervalo, mas estão sempre presentes em nossos desígnios, turvando nossa mente e obrigando-nos a trincar nossos risos e enterrar nossos sonhos de felicidade.

Era sem dúvida uma hora difícil para ela, e meio que imaginando algo que pudesse afastá-la de mim a partir daquele momento, senti o meu sangue gelar e a chegada de um medo inapelável incorporou-se às minhas sensações, de modo que fechei os olhos e apenas escutei-a, calmamente.

– Meu amado Vitinho… eu conheci o seu pai muito antes d’ele se casar com a sua mãe. Nós nos amamos muito, mas por uma ironia do destino eu engravidei e tive de sair dessa cidade porque meus pais ficaram inconformados com aquilo. Seu pai nunca me perdoou, embora até hoje não saiba que quando o deixei carregava um filho dele no ventre.

– E onde está ele, agora?

– Infelizmente ele está morto. Ainda bebê, após as complicações do parto, ele não resistiu e os recursos médicos da época não ajudaram. Meu filho morreu aos dois dias de nascido. Se ele estivesse vivo hoje, teria exatamente o dobro da sua idade.

Aquela revelação esclareceu cada ponto nebuloso surgido em minhas indagações internas, e embora ela tivesse divagado por outros assuntos mais amenos, minha mente apenas resgatava aquelas palavras:”(…) os golpes só aumentam de intervalo, mas estão sempre presentes em nossos desígnios(…)”, e por mais que aqueles olhos tristes me chamassem a atenção, eu pensava tão somente na dor daquela mulher, na sua tão contida angústia, embora ninguém pudesse duvidar da alegria que ela sempre nos demonstrava.

Como eu amei aquela mulher! E amei-a muito mais após aquela tarde. Após sentir que apesar de tanta dor, desesperança e eventualmente castigo, seu semblante era do mais sereno amor e enternecimento.

Para minha dor, porém, perdi, naquele instante, minha amada. Ao sair novamente da cidade, dessa vez para não mais voltar, e a exemplo do que ocorrera com meu pai, ela levou consigo, sem perceber, uma parte de mim, a parte que mais me era imprescindível – a alegria de minh’alma.

Tocando agora a janela, onde ao longo dos anos me debrucei, viajo junto daquele meu eu e, planando por um céu imenso, ensaio um contato com Dona Mariana, ícone de meus sonhos e senhora dos meus pensamentos, com quem vivi, cresci e amei, numa vida sem desígnios, sem golpes e sem dores. Numa vida onde ainda era-nos permitido sonhar.

Review of “Cheating Lessons,” by James M. Lang

In Academia, America, Arts & Letters, Book Reviews, Books, Humanities, Pedagogy, Teaching on September 24, 2014 at 8:45 am

Allen 2

This review originally appeared in Academic Questions (2014).

A few years ago, when I was teaching composition courses at Auburn University, I had a freshman from Harlem in my class. He had traveled from New York to Alabama to accept a scholarship and become the first person in his family to attend college. He was kind and thoughtful, and I liked him very much, but he was woefully unprepared for higher education; he had trouble comprehending more than a few paragraphs and could not write basic sentences. The university, however, was proud of this recruit, who contributed both geographic and racial diversity to the otherwise (relatively) non-diverse student body.

Encouraged by his tenacity, I met with this student regularly to teach him sentence structure and to help him turn his spoken words into written sentences. Although he improved by degrees over the course of the semester, he was never able to write a complete coherent paragraph.

During the last weeks of class, I informed him that he needed to earn at least a C+ on his final paper to avoid repeating the course. He was conspicuously absent from class whenever preliminary drafts were due, and he never responded to my prodding emails. Shortly before the due date, he materialized in my office and presented a piece of paper that contained several sentences. He asked me questions and attempted to record my responses on his paper. I reminded him that although I was happy to offer guidance, he needed to submit original work. He nodded and left my office. When, at last, he submitted his final paper, it consisted of roughly four intelligible paragraphs that regrettably had nothing to do with the assignment. I inserted these paragraphs into a Google search and discovered that they were lifted, verbatim, from a Wikipedia article unrelated to the assignment. I failed the student but showed him mercy—and spared the university embarrassment—by not reporting him to the administration for disciplinary action.

To this day I wonder if there was something I could have done differently to prevent this student from plagiarizing, or whether his cheating was the inevitable consequence of being unprepared for university study. Many teachers have similar stories.

Academic dishonesty, a topic now admirably undertaken by James M. Lang, has received more scholarly treatment than I was aware of before reading Cheating Lessons: Learning from Academic Dishonesty. Like many of us, Lang grew interested in the subject because of his experiences with students who cheated in his classes. The more research he did on academic dishonesty, the more frustrated he became with “the same basic prescriptions” that were either quixotic or impracticable for one faculty member to undertake alone. One day, Lang realized that if he “looked through the lens of cognitive theory and tried to understand cheating as an inappropriate response to a learning environment that wasn’t working for the student,” he could “empower individual faculty members to respond more effectively to academic dishonesty by modifying the learning environments they constructed.”

Lang’s goal is not to score points or court confrontation, but simply to help teachers and administrators to reduce cheating by restructuring the content and configuration of their courses and classrooms.

Lang divides Cheating Lessons into three parts. The first is a synthesis of the existing scholarly literature on academic dishonesty that concludes with four case studies, about which little needs to be said here. The second part consists of practical guidance to teachers who wish to structure their classrooms to minimize cheating and to cultivate the exchange of ideas. And the third, which is an extension of the second, considers speculations about potential changes to curricula and pedagogy to promote academic integrity not just in the classroom, but across campus.

Most original are parts two and three, which are premised on the structuralist assumption that systems shape and inform the production of knowledge. The treatment of academic dishonesty as a symptom of deterministic models and paradigms makes this book unique. If the models and paradigms can be changed, Lang’s argument runs, then academic dishonesty might decline: the shift needs to be away from the “dispositional factors that influence cheating—such as the student’s gender, or membership in a fraternity or sorority, and so on”—toward “contextual factors,” the most significant of which is “the classroom environment in which students engage in a cheating behavior” (emphases in original). What’s exciting about the structuralist paradigm—if it’s accurate—is that teachers and administrators have the power and agency to facilitate constructive change.

But what if the structuralist paradigm isn’t correct? What if dispositional factors are more determinative than contextual factors in generating academic dishonesty? Lang’s argument depends upon a profound assumption that he expects his readers to share. It’s most likely that dispositional and contextual factors are interactive, not mutually exclusive: consider the student who is not as intelligent as his peers and who resorts to cheating because of his insecurity and the pressure on him to succeed. Lang is onto something, though: students are less likely to learn in an environment that compels them “to complete a difficult task with the promise of an extrinsic reward or the threat of punishment” than they are in an environment that inspires them “with appeals to the intrinsic joy or beauty or utility of the task itself” (emphasis in original). In other words, “in an environment characterized by extrinsic motivation, the learners or competitors care about what happens after the performance rather than relishing or enjoying the performance itself” (emphasis in original).

How does Lang propose that teachers and administrators structure their courses and curricula to foster what he calls “intrinsic motivation” (as against “extrinsic rewards”) among students? For starters, he urges professors to help students learn for mastery and not for grades, to lower the stakes per assignment by multiplying the options for students to earn points or credit, and to instill self-efficacy by challenging students and by affording them increased opportunities to demonstrate their knowledge. In the abstract, these suggestions seem obvious and unhelpful, so Lang backs them up with interviews with accomplished teachers as well as anecdotes about successful classroom experiments: the improvising by Andy Kaufman as he taught Russian literature to prison inmates, for instance, or the unique grading system implemented by John Boyer at Virginia Tech. All the tactics and approaches discussed and promoted by Lang can be traced back to the premise that “the best means we have to reduce cheating is to increase motivation and learning.”

Teachers and administrators are forever trying to motivate their students to learn. It’s easier to conceive of this goal, however, than to achieve it. Teachers everywhere seek to inspire their students to love and pursue knowledge, and despite a plethora of opinions about how best to do so, no general consensus has arisen to establish a definitive course of action for all students and disciplines. Many teachers chose their profession and discipline because they relished their own education and wanted to pass on their knowledge and love of learning to others. Lang’s insistence that teachers inspire a passion for learning is hardly novel; rather, it is the touchstone and stands in contradistinction to the utilitarian, standardized, test-centered, and results-oriented educational strategies that politicians, bureaucrats, and policy wonks now sponsor and defend. In this respect, Cheating Lessons is a refreshing alternative; it’s written by an educator for educators and not, thank goodness, for semiliterate politicians and their sycophantic advisers.

One thing this book is not: a template or checklist that you can follow to construct your own productive learning environment for students. Each learning environment is contextual; one model will not suit every setting and purpose. Because Lang cannot and does not provide step-by-step how-to instructions, Cheating Lessons borders on the self-help genre and is more inspirational and aspirational than it is informational. And Lang’s meandering style—for example, his digressions about Robert Burns and coaching youth sports teams—are disarming enough not only to charm but also to contribute to the impression that Cheating Lessons is “light” reading.

Lang can overdo the playfulness and make exaggerated claims. Early on he quotes a Harvard administrator complaining in 1928 about the problem of cheating among students, an example that’s meant to refute the assumption that “we are in the midst of a cheating epidemic, and that the problem is much worse now than it was in the idyllic past.” Lang adds that he hopes to convince us that “cheating and higher education in America have enjoyed a long and robust history together.” But it’s not as if 1928 is ancient history. Data about academic dishonesty since that time will not convince most readers that there were as many cheating students in the one-room schoolhouses of the nineteenth century, when fewer people had access to formal education, as there are today. Perhaps anticipating such criticism, Lang invites us to “hop in our time machine and leap across centuries” to consider the cheating cultures of the ancient Greeks and of Imperial China “over the course of [a] fourteen-hundred-year history.” But surely the substantial data we have gathered on the twentieth- and twenty-first-century academy cannot be compared to the limited and circumstantial data garnered about these early cultures; surely “illicit communication” by “cell phones” is not comparable to the use of cheat sheets in nineteenth-century China. It seems preposterous to suggest that academic dishonesty in contemporary America exists to the same extent it did centuries ago on different continents and among different peoples with different principles and priorities.

Nevertheless, even readers skeptical of Lang’s structuralist premise and apparent optimism will find much in Cheating Lessons to contemplate and to amuse. Unfortunately, however, even after having read the book I’m still not sure what I could have done differently to prevent my student from cheating.

 

 

 

How I Taught Sustainability

In Arts & Letters, Communication, Emerson, Fiction, Humanities, Literature, Nineteenth-Century America, Pedagogy, Rhetoric, Rhetoric & Communication, Teaching, Writing on January 9, 2012 at 1:12 am

Allen Mendenhall

Last spring I learned that I had been assigned to teach a freshman writing course on sustainability.  I don’t know much about sustainability, at least not in the currently popular sense of that term, and for many other reasons I was not thrilled about having to teach this course.  So I decided to put a spin on the subject.  What follows is an abridged version of my syllabus.  I owe more than a little gratitude to John Hasnas for the sections called “The Classroom Experience,” “Present and Prepared Policy,” and “Ground Rules for Discussion.”  He created these policies, and, with a few exceptions, the language from these policies is taken from a syllabus he provided during a workshop at a July 2011 Institute for Humane Studies conference on teaching and pedagogy.

Sustainability and American Communities

What is sustainability?  You have registered for this course about sustainability, so presumably you have some notion of what sustainability means.  The Oxford English Dictionary treats “sustainability” as a derivative of “sustainable,” which is defined as

  1. Capable of being borne or endured; supportable, bearable.
  2. Capable of being upheld or defended; maintainable.
  3. Capable of being maintained at a certain rate or level.

Recently, though, sustainability has become associated with ecology and the environment.  The OED dates this development as beginning in 1980 and trending during the 1990s.  The OED also defines “sustainability” in the ecological context as follows: “Of, relating to, or designating forms of human economic activity and culture that do not lead to environmental degradation, esp. avoiding the long-term depletion of natural resources.”  With this definition in mind, we will examine landmark American authors and texts and discuss their relationship to sustainability.  You will read William Bartram, Thomas Jefferson, Emerson, Thoreau, Hawthorne, Whitman, Mark Twain, and others.  Our readings will address nature, community, place, stewardship, husbandry, and other concepts related to sustainability.  By the end of the course, you will have refined your understanding of sustainability through the study of literary texts. 

Course Objectives

I have designed this course to help you improve your reading, writing, and thinking skills.  In this course, you will learn to write prose for general, academic, and professional audiences.  ENGL 1120 is a writing course, not a lecture course.  Plan to work on your writing every night.  You will have writing assignments every week. Read the rest of this entry »

Teaching Bioethics From a Legal Perspective

In Advocacy, Arts & Letters, Bioethics, Communication, Creative Writing, Creativity, Humanities, Jurisprudence, Law, Law-and-Literature, Legal Education & Pedagogy, News and Current Events, Pedagogy, Politics, Rhetoric, Rhetoric & Communication, Teaching, Writing on July 6, 2011 at 8:33 pm

Allen Mendenhall

Last fall, I was assigned to teach a course called “Health & Medicine.”  Because I know little about health or medicine, I was concerned.  The subject of the course was writing, so I decided to craft a syllabus to facilitate classroom discussion and textual argument.  Here is the course description as stated on my syllabus:

Forensic discourse is one of three forms of classical rhetoric as defined by Aristotle.  It focuses on the relationship between language and law.  This semester we will explore forensic discourse in the context of health and medicine and consider the relationship of law to such issues as physician assisted suicide, surrogacy, cloning, informed consent, malpractice, and organ transplants.  Readings on ethics and philosophy will inform the way you think about these issues.

Your grade will not depend on how much you learn about law, but on how you use language to argue about and with law.  Because the facts of any case are rarely clear-cut, you will need to understand both sides of every argument.  Your writing assignments will require you to argue on behalf of both plaintiffs and defendants (or prosecutors and defendants) and to rebut the arguments of opposing counsel.  You will develop different tactics for persuading your audience (judges, attorneys, etc.), and you will become skilled in the art of influence.

During the semester, your class will interview one attorney, one judge, and one justice sitting on the Supreme Court of Alabama.

My students came from mostly nursing and pre-medical backgrounds.  A few were science majors of some kind, and at least two were engineering majors.

The students were also at varying stages in their academic progress: some were freshmen, some were sophomores, two were juniors, and at least one was a senior.  Throughout the semester, I was impressed by students’ ability to extract important issues from dense legal readings and articulate complicated reasoning in nuanced and intelligent ways.

I thought about this “Health & Medicine” class this week when I came across this article published by the Brookings Institution.  The title of the article is “The Problems and Possibilities of Modern Genetics: A Paradigm for Social, Ethical, and Political Analysis.”  The authors are Eric Cohen and Robert P. George.   Cohen is editor of The New Atlantis and an adjunct fellow at the Ethics and Public Policy Center.  George is McCormick Professor of Jurisprudence at Princeton University, the director of the James Madison Program in American Ideals & Institutions, and a fellow at the Hoover InstitutionRead the rest of this entry »