Pedagogy of the Depressed
"Whatever the subject of study in the classroom, the shadow
subject is ourselves, our limits, our potentials. As long as that
from full illumination. But if both hurt and self-doubt can be
Parker Palmer in The Courage To Teach
“both hurt and self-doubt (brought into the light).” Appropriately: not
appropriate for the Witherspoon Complex & Young Professionals : to
factor-in hurt & doubt.
over compensating for the dominant stereotypical objectivist/reductionist
/empirical somewhat positivistic instrumentalism of the “scientific” frame
of mind, which we Humanities Disciplines & Majors (if not Art) pedagogically
tend to copy and even emulate: the sound of only one hand clapping, one
culture, one economy: rubricized measure-mentalism.. .
and guess that goes into making sense-of-one’s-own-with others, all that
goes into the reading of shared texts, the biases and prejudices that filter
and occlude: the argument that edifies, the trial and error and room for
play necessary for ecos-social-sustainable practice.
subject- matter, content, & methodology of disciplinary rigor
history, environmental policy & such—a matter of
know-your-stuff, stand and deliver.
the issues as well as measurable outcomes no matter how far a comfort
zone might be said to be pushed toward frontiers yet unknown .beyond
aims, goals and purposes of disciplinary study.)