GIVE a man to fish; and you have fed him for a day. TEACH man to fish; and you have fed him for a lifetime.

by Natalie Jankowski

It really amazes me how many great ideas pop into my head when I’m bopping along to rap music (thank you Flo Rider, Timbaland and Joe Budden) while driving on the interstate….

During the closing discussion of the conference, as we all sat in an oddly shaped circle, the topic of teaching students about 1968 came up. It was mentioned that some in the academic world (none of whom were present today) simply throw out the 1960s, 1968 in particular, and all this decade embodies to students with the attachment of “You won’t understand [this time period]. It was our moment.” Really? If it was truly their moment, one would think that said academics would be able to articulate it in such a way, with such excitement and emotion, that their students could understand it. Instead, they merely give these young people information about the 60’s and leave them with “You won’t understand.” Lame. None of my professors have ever been like that and it is sad to think that there are some out there who are.

Another issue that was brought up involved the idea that there is something alienating about 1968 to current students. In all honesty, it is difficult to relate to a time period in which we have not lived in or experienced. The debate of my generation’s understanding of 1968 was just on the cusp of heating up when time, unfortunately, ran out. It’s too bad too. I really enjoyed listening to how the generation sitting around me viewed my own. It was very nice to hear Rose Brewer defend us by saying that my generation has a clear understanding of the moment. Rock on Rose!

Isn’t this a fairly common question in the world of academia: how can we get students to better understand the material and the life and culture during a certain time period? The following comes to you direct from a student who’s graduating in 56 days (but hey, who’s counting). If you, knowledgeable academics, want us, students whose minds are ready to be challenged and shaped, to better comprehend things presented in class, it must be taught in a way in which we can understand. Now, I know this will not apply to all subjects, but it is worth mentioning nonetheless. Music, television (like That 70’s Show for example), YouTube, the internet, and other aspects of modern culture that we consume are great ways to get things to us. (Even though I just questioned the poisoning effects of the media in my last post, the products of that very industry can, in fact, be great for teaching).

For me personally, to be able to understand a concept that’s beyond my years (such as Gramsci or Adorno for example), I usually need to think of or ask for a current example of that concept. Or read a play or see a theater performance involving the subject matter; that works too. I am a very visual person and have an active imagination, therefore relating things to theater is my shtick (though I may be biased because I’m currently interning at Milwaukee Rep). One can learn a lot from theater and performance art. If only I could get more people to realize that.