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Active Learning: Some Questions for Literary Studies

Active Learning: Some Questions for Literary Studies R ev i ew s Roundtable Minding American Education: Reclaiming the Tradition of Active Learning g g. By Martin Bickman. New York: Teachers College Press, 2003. Active Learning: Some Questions for Literary Studies Thomas Allbaugh In the introduction to his new book, Martin Bickman asserts that literature, creative writing, and critical theory may have something to off er an Ameri- can tradition of active learning (3). This seems to be his reason for including Ralph Waldo Emerson, Herman Melville, Robert Frost, William Carlos Wi l l ia ms, Joh n Dewey, George Dennison, and John Holt (among others) all in the same monograph. Two aims seem especially compelling to him. The first is his desire to “rescue the Transcendentalists from the restricted realm of belles lettres.” A second, much broader, though certainly related goal is “to . . . see what insights literary studies can bring to our educational think- ing” (3). Bickman does attempt early on to trace suggestions from what are usually confi gured as literary concerns to their implications in pedagogy. Yet I fi nd it problematic that he does almost nothin g to connect his “tradition” with recent scholarship in active learning. Almost immediately it http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Active Learning: Some Questions for Literary Studies

Allbaugh, Thomas
Pedagogy , Volume 4 (3) – Oct 1, 2004
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Copyright
© 2004 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-4-3-469
Publisher site
See Article on Publisher Site

Abstract

R ev i ew s Roundtable Minding American Education: Reclaiming the Tradition of Active Learning g g. By Martin Bickman. New York: Teachers College Press, 2003. Active Learning: Some Questions for Literary Studies Thomas Allbaugh In the introduction to his new book, Martin Bickman asserts that literature, creative writing, and critical theory may have something to off er an Ameri- can tradition of active learning (3). This seems to be his reason for including Ralph Waldo Emerson, Herman Melville, Robert Frost, William Carlos Wi l l ia ms, Joh n Dewey, George Dennison, and John Holt (among others) all in the same monograph. Two aims seem especially compelling to him. The first is his desire to “rescue the Transcendentalists from the restricted realm of belles lettres.” A second, much broader, though certainly related goal is “to . . . see what insights literary studies can bring to our educational think- ing” (3). Bickman does attempt early on to trace suggestions from what are usually confi gured as literary concerns to their implications in pedagogy. Yet I fi nd it problematic that he does almost nothin g to connect his “tradition” with recent scholarship in active learning. Almost immediately it

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Pedagogy – Duke University Press

Published: Oct 1, 2004

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