Archive for January, 2009

Lifelong Learning?

Saturday, January 31st, 2009

From Judith McDaniel

 

It’s not a new concept, lifelong learning.  Before formal education, before public schools became responsible for “socializing” the young, lifelong learning was the only kind of learning.  When our ancestors needed to do something, they learned how.  Whether it was how to cross the prairie in a covered wagon, how to cut down an impossibly large tree in order to farm the land, they learned.  Sometimes the learning came from books, but more often it was a function of talking to someone who knew, someone who had “done it,” or just figuring it out by trial and error. 

 

Today, lifelong learning is becoming a commodity.  Universities are using it to raise their tuition pools.  Businesses are using it to convince workers that job training can benefit workers personally. 

 

But I don’t want to lose track of the fact that most of us continue to learn throughout our lives—not for credit or salary increments—but because we are curious.  Basic curiosity is the driver behind many things.  Inventions.  Gossip (he did what? why do you think?).  And learning.  Sometimes it is learning of the “how can I?” which is similar to invention.  But more often, it is learning about how others lived or are living their lives.

 

I have college students (18-21 year old range) who are equally fascinated with Medea’s predicament as Euripides presents it, with Clarissa Dalloway’s truncated choices as Virginia Woolf presents them, and with society’s failure to support our children as dozens of novelists and poets present this issue—now and in the past.  And why wouldn’t they be fascinated?  After all, they are learning about human emotions, human responses, human limitations.  This is not a curiosity that is going to diminish when they leave the university for the “real” world.

 

So why shouldn’t we all have access to a similar forum for discovery?  What might that look like?  I think it would have a common reading or source of knowledge, the chance to exchange ideas and opinions with others who are exploring the same text or issue, and guidance by a facilitator who has expertise in this area.

 

What do you think?

College students–the good and the bad (or is it all good?)

Saturday, January 24th, 2009

From Judith McDaniel

I have just finished grading another batch of reflective essays for my winter term online course in Women in Western Culture.  My assignment included poems by Wordsworth and Yeats in which they “prayed” that their daughters would be attractive (but not too attractive), smart (but not too bright), and basically shy, retiring, and maleable to the men who would own them.  In contrast, they read a poem by contemporary poet Minnie Bruce Pratt, written to her sons.  The impulse for writing it, she says in her poem, was reading all that drivel by men about their daughters.  What does she want for her sons?  That they find mates who are their equals in everything and that they never expect or ask “for the weather, earth, angels, women, or other lives to obey you.” 

My assignment was for them to examine Pratt’s poem and say what she wished for her sons and why she wanted it.  Then I asked them to write a wish for their own sons or daughters.  Simple, right?

A few of them mentioned Yeats and Wordsworth, but not with any emotional energy.  They paraphrased Pratt’s more general wishes for her sons (“that you’ll know good and do it”), and completely ignored any gender issues or components in her poem.  When they wrote to their own children, and most did choose to write to a son or daughter, they wished for good health, opportunities to be successful, to be anything they wanted to be.  Of my 21 students, only two saw that their sons might need different things from their daughters or vice versa.  And one of those students was a teen mother who is raising a two-year-old son. 

I could read this result a number of ways.  One is that my assignment needs to be a lot more explicit if I want to draw out the reflections on gender that this course requires.  Another could be that teen age college students are incredibly naive about gender and its effects on their lives.  Or should I be giving them and their parents credit for raising a generation that has “overcome” gender as an issue? 

I think my conclusion has to be that it is a bit of both.  Gender has gone underground.  Most of the young women in my class were told that they could be anything they wanted and their parents meant it.  I did.  But when they go out into the world, they will still meet salary differentials, gender expectations in job descriptions, and negative impact from the “mommy track.”  In their personal lives, these young women will meet the men in my class who espouse a belief in gender equality but still expect, if push comes to shove, that their wives will make career sacrifices to care for their children.

How do I help them confront the complexities of gender issues that they have not yet experienced?