PME 811 Module 3: More Research, and a Reading Culture Philosophy

  PME 811 Module 3 Entry 1: More Research

In Last week's post, I discussed some of the ideas gleaned from J. Martin's article on cultural wealth. I said that I can, "work with my local libraries, museums, vocational industries, orchestras, and cultural community centres; in doing so, our community can slowly accumulate a catalogue of reading material that reflects the culture we're trying to create. One where students see themselves in what they read and learn to value different educational possibilities." I'd like to link this sentiment to one of the readings from this week. I think it's incredibly important to continue shaping ideas and perspectives according to our circumstances.

So, reflecting on this idea of cultural wealth from Martin helps me connect to a concern that George Tomkins had in his article, Foreign Influences on Curriculum and Curriculum Policy Making in Canada. Although slightly outdated, the article argues that in the past, Canada has relied (at times) too heavily on outside sources for its curriculum approaches. Specifically American ideas and materials/publishing content. 

In our modern context, this has significantly changed. We have a wealth of resources that are uniquely Canadian, published in Canada. Our curriculum approaches and trends (e.g., Maker space, 21st-century learners, coding, culturally responsive pedagogy, etc.) continue to remain influenced by American ideas, I believe. In Ontario, there's been a recent change to the Math curriculum. We are now asked to, "go back to the basics" in order to improve test scores (EQAO), which is also getting an overhaul, or scrapped entirely. So, certainly, an interesting time because even Tomkins in 1981 spoke about this trend as a part of the, "nostrums currently being purveyed in our present conservative milieu" (Tomkins, 1981, pp. 165). As an aside, below I will link an article highlighting the current, Canadian curriculum and teaching trends.

You may be asking how the Tomkins article relates to my burning question, how to develop a critically thinking reading culture. Well, considering the main ideas from Tomkins (and Martin last week) I believe its vital to highlight Canadian literature in this reading culture. By no means am I advocating the negation of popular books like Harry Potter or Dog Man (a fan favourite in the Junior grades), again, it's about finding that balance. I can use a strategy from one of Edutopia articles discussed in a previous post. I would like to create trailers or commercials drawing my student's attention to specifically Canadian stories. This includes stories about immigrants and Indigenous peoples. The hope is that learn to recognize the value of our literature that is often forgotten about in the shadows of great American novels.

In my second post, later this week, I will link developing a reading culture to the idea of critical and philosophical thinking. 

Tomkins, G. (1981). Foreign Influences on Curriculum and Curriculum Policy Making in Canada: Some Impressions in Historical and Contemporary Perspective. Curriculum Inquiry, 11(2), 157-166. doi:10.2307/1179706

Trends in Canadian education 2018-2019. Edcan.ca. (2019). Retrieved 21 October 2020, from https://www.edcan.ca/articles/trends-2018-2019/.  

PME 811 Module 3 Entry 2: Reading Culture and Philosophical Thinking

Prior to writing these blog posts, I made sure to remind myself of what I'm trying to uncover. At its core, developing a critical thinking and reading culture centers around teaching and modeling a way of being in the world. That is, loving the pursuit of learning and knowledge. Or what Theodore Christou explains as striving towards the ethic of Philosophia.     

Reflecting on Theodore Christou's article, The Case for Philosophical Mindedness led me to a few useful conclusions that I think can be applied to my guiding question. The first is to understand that the path towards this way of being requires learning, unlearning, critically-thinking, and re-learning. Christou says, "As a model of being philosophically minded, Socrates relentlessly pursues richer and deeper understanding, arguing that a life that is not examined continuously is not worth living. As educationists, committed to a life concerned with teaching and learning, knowledge and understanding, action and contemplation, we must not rest on our presumptions" (Christou and Bullock, 2012). This quote can be connected to my second conclusion, which is; a reading culture that relies on critical reflection is good for the soul. 

Helping my students follow in the footsteps of great thinkers can provide them the tools to read passionately (based on their interests and goals) and question what they read. Through questioning and dialogue, students form deeper understandings of themselves, their neighbours, and the world at large. So, Why strive towards this ethic, this critically thinking culture? What is so important about helping students grow and develop these ways of being? Well, this is precisely what I intend to find out. My hunch is that it's the right thing to do. It's part of becoming an impactful educator; one who helps others make sense of the world, and the one they wish to create. In our hearts is the desire to foster responsibly thinking citizens who care for nature and others. I believe reading is a crucial stepping stone in this journey.

Christou, T., & Bullock, S. (2012). The Case for Philosophical Mindedness. Philosophical Inquiry In Education, 20(1), 13-22. Retrieved 14 October 2020, from https://journals-sfu-ca.proxy.queensu.ca/pie/index.php/pie/article/view/310.