As you can probably tell, dear reader, recently I have been spending too much time reading and not enough time writing. The blog has been silent. What better way to break this silence than to write a defense of reading? Well, sort of. It would not be much of an eye-opener for you — nor a challenge for me — to simply argue for reading. Given how you are consuming this content, you probably already think that the written word is a worthwhile medium. Given how I am presenting myself, I probably think the same. But are our actions really an endorsement of reading or just the form of communication we begrudgingly resort to because of a lack of better alternatives?
Ostensibly this post will be a qualified defense against an attack on reading by Roger Schank at Education Outrage. Although it is probably best to read it as just a series of reflections on my own experience.
I will focus on the medium-independent aspects of learning that I think give weight to Schank’s argument: the distinction between passive and active learning, and the level of personalization. This will be followed next week by a tangent discussion on the importance of emotional aspects of the text, and close with some reflections on the role of literary value, historic context, and fiction in philosophical arguments. This last point is prompted more by my recent readings of Plato than by Schank. In other words, much like last year, I will rely on Socrates to help get me out of a writing slump.
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