https://padlet.com/ecnelson23/z2m8xwezngi3 en-us 2018-10-10 02:46:50 UTC 2026-03-16 14:12:26 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Diskette.png ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059882 The poles of a paradox are like the poles of a battery: hold them together, and they generate the energy of life; pull them apart, and the current stops flowing. (67)]]> 2018-10-10 02:51:41 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059882 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059960 Every strength is also a weakness, a limitation, a dimension of identity that serves me and others well under some circumstances but not all the time. (74) ]]> 2018-10-10 02:52:16 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059960 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059995 …the tension that comes when I try to hold a paradox together is not hell-bent on tearing me apart. Instead, it is a power that wants to pull my heart open to something larger than myself. (87)]]> 2018-10-10 02:52:35 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291059995 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060024 If we are to hold paradoxes together, our own love is absolutely necessary—and yet our own love is never enough. In a time of tension, we must endure with whatever love we can muster until that very tension draws a larger love into the scene. There is a name for the endurance we must practice until a larger love arrives: it is called suffering. (88)]]> 2018-10-10 02:52:56 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060024 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060076 Live the questions now.
(Rilke qtd. in Palmer 89) ]]> 2018-10-10 02:53:23 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060076 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060115 Pretending is another name for dividedness...(90)]]> 2018-10-10 02:53:43 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060115 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060161 I find myself working harder and harder to engage students in classroom conversation, to help students develop defensible interpretive positions on our readings, to build a discursive community of shared meanings. Maybe this is the same as it ever was, the need to establish a common language in the literature classroom. (174)]]> 2018-10-10 02:54:09 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060161 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060197 I use an approach that some people might find troublesome: for this kind of class – a general education Shakespeare class – you need not cover the entire play in class. (140)]]> 2018-10-10 02:54:37 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060197 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060234 Less material equals more learning.
(Filene qtd. in Avery 140)]]> 2018-10-10 02:54:59 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060234 ecnelson23 https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060276 “[Text-and-body] exercises can help students become active learners, create receptivity to complex language, and demystify Shakespeare. Through them the classroom space can become lively, interactive, and playful—in every sense of that word. Shakespeare, after all, was a player. He wrote plays for a company of players. If we remember this when we begin our classes, we really never start from nothing. We start where Shakespeare started: in an empty space waiting to be filled with spoken language and peopled with active humanity. (144)]]> 2018-10-10 02:55:22 UTC https://padlet.com/ecnelson23/z2m8xwezngi3/wish/291060276