Saturday, November 26, 2011
Rebel Angels by Gemma Doyle
I thoroughly enjoyed this second book in the Gemma Doyle trilogy and can't wait to read the third over the next trimester. At 2am last night, while I was sitting rigid in bed reading particularly intense scene, the toilet decided to gurgle to life. I jumped six inches and had to turn to face the bathroom door, but I couldn't stop reading! Outstanding suspense, plot twists, and character development.
Saturday, November 5, 2011
Many Waters by Madeleine L'Engle
After The Swiftly Tilting Planet, I had high expectations for this next book in the L'Engle Space and Time series. Unfortunately, I found this book rather tedious to get through. The premise is that Meg Murry's twin brothers accidentally walk into their father's science experiment and find themselves in Biblical times...like pre-history Biblical times. I didn't love the plot, although how she explains those mysterious Nephtilum of the Bible is quite interesting. It also felt like she reverted back to a 4th grade reading level with simple sentences and common word choice, something I felt TSTP had moved away from, much to my pleasure. Also, L'Engle seemed to be trying something new with fragments, and it just didn't work for me. I found myself just trying to get to the end to see if my effort would be payed off with an excellent thematic twist or revelation. No. Sad.
Thursday, September 29, 2011
A Wrinkle in Time, Wrinkling Me Back in Time
For the past several years, I have seen two sequels to A Wrinkle in Time in my mother-in-law's book cabinet. Repeatedly, I have commented that I should borrow them, and finally, for my birthday, my in-laws decided to remedy this by buying me the four - yes, FOUR - sequels to A Wrinkle in Time. Who even knew there were four sequels?
For the past week, I entered back into the world of A Wrinkle in Time. Since I had read this novel a few times, I decided to read all of the accompanying materials to add depth to my understanding of the novel.
After reading the brief introduction, I realized that many of the novels and short stories that I have enjoyed over the years revolve around themes prevalent in the Post-World War II Era.
One of the central themes at this time was the resistance of creating complete sameness in the name of equality. This theme can be found in A Wrinkle of Time, Fahrenheit 451, Brave New World, 1984, "Harrison Bergeron," and even slightly in C.S. Lewis's Space Trilogy.
Until I read the introduction, I failed to notice this commonality, and I wondered why this theme was so dominant during this time period. After learning about Vietnam background information for "On the Rainy River" by Tim O'Brien, I'm guessing this theme is a push-back against Communism. How could I have never made that connection before?
In 2011, concepts like personal learning styles, personality inventories, and differentiated instruction make the fight for individuality seem a bit unnecessary; however, I still love these stories. Maybe the importance of understanding one's unique role in the world is a timeless theme...at least in Western cultures. Maybe my lies in an interest to cultivate student potentials rather than squash them in normalcy. Or, maybe I just enjoy Science Fiction, and this literature was influential, thus recommended, by the generation before mine.
In any case, I'm looking forward to reading the remainder of the series and enjoying my Post World War II literary themes.
For the past week, I entered back into the world of A Wrinkle in Time. Since I had read this novel a few times, I decided to read all of the accompanying materials to add depth to my understanding of the novel.
After reading the brief introduction, I realized that many of the novels and short stories that I have enjoyed over the years revolve around themes prevalent in the Post-World War II Era.
One of the central themes at this time was the resistance of creating complete sameness in the name of equality. This theme can be found in A Wrinkle of Time, Fahrenheit 451, Brave New World, 1984, "Harrison Bergeron," and even slightly in C.S. Lewis's Space Trilogy.
Until I read the introduction, I failed to notice this commonality, and I wondered why this theme was so dominant during this time period. After learning about Vietnam background information for "On the Rainy River" by Tim O'Brien, I'm guessing this theme is a push-back against Communism. How could I have never made that connection before?
In 2011, concepts like personal learning styles, personality inventories, and differentiated instruction make the fight for individuality seem a bit unnecessary; however, I still love these stories. Maybe the importance of understanding one's unique role in the world is a timeless theme...at least in Western cultures. Maybe my lies in an interest to cultivate student potentials rather than squash them in normalcy. Or, maybe I just enjoy Science Fiction, and this literature was influential, thus recommended, by the generation before mine.
In any case, I'm looking forward to reading the remainder of the series and enjoying my Post World War II literary themes.
Monday, September 12, 2011
Lord of the Flies and 9/11
I started Lord of the Flies at the beginning of the summer, thinking I'd get a good, solid academic read in before I started with the lighter fare for the summer. Well, I got two chapters in and could tell where it was headed...kids killing kids...and I stopped for a few months.
I picked it up again this weekend and quickly devoured the remainder of the book. It was depressing, but I had the urge to write a literary analysis paper on its use of the Freudian id.
The id is the part of the human psyche that is responsible for pleasure and survival...it wants gratification NOW. In the novel, this element of humanity is responsible for the destruction of innocence, even in a group of well-educated English youth.
While I completely understand the destructive nature of the id, all of the parts of psyche have the potential for good and evil. Without the id, the characters may lose the will to survive in the first place. If the super ego had mastered them, an irrational necessity and anxiety for order could have caused similar catastrophes. So, stop giving the id such a hard time, William Golding.
On a semi-related note, I watched a 9/11 documentary last night, which left me grieving the loss of so many lives in such a horrendous manner. A sentiment from Golding came back to me: The children are saved by the adults at the end of Lord of the Flies, but who will save man from himself? Indeed, humanity has the potential for great good and for great harm. I am thankful that the good often wins out, and we are not utterly hopeless.
I picked it up again this weekend and quickly devoured the remainder of the book. It was depressing, but I had the urge to write a literary analysis paper on its use of the Freudian id.
The id is the part of the human psyche that is responsible for pleasure and survival...it wants gratification NOW. In the novel, this element of humanity is responsible for the destruction of innocence, even in a group of well-educated English youth.
While I completely understand the destructive nature of the id, all of the parts of psyche have the potential for good and evil. Without the id, the characters may lose the will to survive in the first place. If the super ego had mastered them, an irrational necessity and anxiety for order could have caused similar catastrophes. So, stop giving the id such a hard time, William Golding.
On a semi-related note, I watched a 9/11 documentary last night, which left me grieving the loss of so many lives in such a horrendous manner. A sentiment from Golding came back to me: The children are saved by the adults at the end of Lord of the Flies, but who will save man from himself? Indeed, humanity has the potential for great good and for great harm. I am thankful that the good often wins out, and we are not utterly hopeless.
Monday, September 5, 2011
Grandpa's Memories
My grandpa's funeral was this weekend. He had been struggling with cancer for the past year and had proclaimed that he had lived a good life and was ready for God to take him home. For me, his death was met with a mixture of relief, peace, and a pinch of sadness.
Yesterday, I received a typed transcript of a memory book that my grandpa had filled out a few years ago.
From a psychological perspective, it was a fascinating read. I saw the story of a boy who struggled with understanding his role in his family but learned how to gain respect in a children's home. He became a man who struggled with understanding his role in his family but learned how to gain respect in his career field. He felt strongly for those who were underprivileged and worked towards helping them realize their potentials. However, he didn't seem to quite know what to do with his own children, who were privileged and who had the resources to accomplish their dreams.
To his credit, all of his children have been successful. All of his grandchildren have been successful. He and my grandmother have created a culture that valued hard work, education, and humanitarian efforts. We learned our lessons, but we never quite felt the warmth my grandfather shared with the students he taught, coached, and championed.
Nevertheless, I am thankful for what he brought to our family. With the help of others, he pushed himself past his circumstances, and he wanted to be that support to others. His childhood defense mechanisms may have led him to believe that what is the best for him is what is best for everyone. However, he leaves behind a legacy of caring for those in need and helping others work towards their potential.
Yesterday, I received a typed transcript of a memory book that my grandpa had filled out a few years ago.
From a psychological perspective, it was a fascinating read. I saw the story of a boy who struggled with understanding his role in his family but learned how to gain respect in a children's home. He became a man who struggled with understanding his role in his family but learned how to gain respect in his career field. He felt strongly for those who were underprivileged and worked towards helping them realize their potentials. However, he didn't seem to quite know what to do with his own children, who were privileged and who had the resources to accomplish their dreams.
To his credit, all of his children have been successful. All of his grandchildren have been successful. He and my grandmother have created a culture that valued hard work, education, and humanitarian efforts. We learned our lessons, but we never quite felt the warmth my grandfather shared with the students he taught, coached, and championed.
Nevertheless, I am thankful for what he brought to our family. With the help of others, he pushed himself past his circumstances, and he wanted to be that support to others. His childhood defense mechanisms may have led him to believe that what is the best for him is what is best for everyone. However, he leaves behind a legacy of caring for those in need and helping others work towards their potential.
Friday, August 26, 2011
Proverbs for School Counseling
I just finished The Help, and it was great, but I'll write more on that later.
Today, I'd like to talk about a few proverbs that I can use in my school counseling practice. This morning, I read Proverbs 26 (the proverb of the day), and as I was reading, I kept making connections to a few counseling issues I had with students last year. I wish I would have had these proverbs in my arsenal to help the students think and deal with their situations.
1. "Without wood a fire goes out; without gossip a quarrel dies down."
I wish that I could post this in the Freshman Learning Center. So many arguments could have been resolved MUCH sooner if it wasn't for the incessant gossip that I heard in the freshman class. (Don't think you aren't guilty of it youselves, Upper Classmen. I heard you doing it too.)
2. "As charcoal to embers and as wood to fire, so a quarrelsome man for kindling strife."
I had two students this past year that were like wood to each other's fire. I would have liked to have used this metaphor to help them think of ways NOT to be wood or charcoal in the future. I think it would have helped them to think, "Am I being wood or am I being a bucket of water in this situation?" I'll have to use it in the future.
Of course, I can't tell kids that these are proverbs from the Bible, but I can still use their wisdom and their words to help kids think about how they are responding and how they'll respond in the future.
Today, I'd like to talk about a few proverbs that I can use in my school counseling practice. This morning, I read Proverbs 26 (the proverb of the day), and as I was reading, I kept making connections to a few counseling issues I had with students last year. I wish I would have had these proverbs in my arsenal to help the students think and deal with their situations.
1. "Without wood a fire goes out; without gossip a quarrel dies down."
I wish that I could post this in the Freshman Learning Center. So many arguments could have been resolved MUCH sooner if it wasn't for the incessant gossip that I heard in the freshman class. (Don't think you aren't guilty of it youselves, Upper Classmen. I heard you doing it too.)
2. "As charcoal to embers and as wood to fire, so a quarrelsome man for kindling strife."
I had two students this past year that were like wood to each other's fire. I would have liked to have used this metaphor to help them think of ways NOT to be wood or charcoal in the future. I think it would have helped them to think, "Am I being wood or am I being a bucket of water in this situation?" I'll have to use it in the future.
Of course, I can't tell kids that these are proverbs from the Bible, but I can still use their wisdom and their words to help kids think about how they are responding and how they'll respond in the future.
Monday, August 22, 2011
Thirteen Reasons Why
I finished Thirteen Reasons Why by Jay Asher last week. As I read, I could think of several girls in my school who have been the victims of rumors, rumors that were hurtful and degrading. They could certainly resonate with this book. However, rather than recommend this book to them, I feel the slight need to force-feed it to the rumor-mongers who started or spread these tales.
In case you don't know anything about the book, it is a suspense novel chronicling thirteen events that led up to Hannah Baker's suicide. These events mainly revolve around rumors and incidents that created a false reputation for an innocent girl.
This past year at my high school, it seemed to be all the rage to spread rumors about pregnancy, sex acts, and fights. As this book makes its rounds, I hope that students begin to consider how their words affect others. It also reminded me, as a teacher, that I need to put a foot down on rumors and crude jokes.
In case you don't know anything about the book, it is a suspense novel chronicling thirteen events that led up to Hannah Baker's suicide. These events mainly revolve around rumors and incidents that created a false reputation for an innocent girl.
This past year at my high school, it seemed to be all the rage to spread rumors about pregnancy, sex acts, and fights. As this book makes its rounds, I hope that students begin to consider how their words affect others. It also reminded me, as a teacher, that I need to put a foot down on rumors and crude jokes.
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