How can we help students reflect on their own thinking? How can we make their thinking — and their learning — visible to them? These questions are at the heart of engaged teaching, and I’ve been using some resources from Harvard’s Visible Thinking Routines in an effort to help students do this work.
During a weekly faculty mindfulness group I’ve been participating in this year, a colleague mentioned that he showed the film “Into the Wild” to his students. Usually he shows this film to his 12th grade students in a class on identity, but he also showed it to his 9th graders this spring. The results, he said, were quite positive. After learning about Christopher McCandless’s story — donating his trust fund to Oxfam, cutting up his credit cards, heading to Alaska — several students wrote him inspiring emails late at night, clearly moved by this example.
Things do not end well for McCandless, of course. And while there are some parts of his life to value, it’s also an important cautionary tale. But my colleague’s comments came as I was teaching a unit on Marx, gender, and advertising and resonated with some of my experiences there.
Teaching (mostly) Asian Religions 