Dreaming in the Classroom: Practices, Methods, and Resources by Philip King, Bernard Welt, Kelly Bulkeley
By Philip King, Bernard Welt, Kelly Bulkeley
The basic consultant on find out how to educate approximately dreaming.
Read or Download Dreaming in the Classroom: Practices, Methods, and Resources in Dream Education (S U N Y Series in Dream Studies) PDF
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Additional resources for Dreaming in the Classroom: Practices, Methods, and Resources in Dream Education (S U N Y Series in Dream Studies)
Example text
Much as movies viewed for a second or third time, recorded dreams are there for the dreamer to appreciate anew. Reading and reconsidering recorded dreams often re-evokes the feelings of the dream and brings new perspectives and understandings. Dream journals in the aggregate also provide a “history of psyche” in different cultures, places, and times, and information about how social milieus penetrate the workings of the unconscious mind. Both the individual and social perspectives can be tacks taken in using dream journals in course settings, as students can view their dreams as statements of their unique personhood or as emblematic of their cohort experience.
Jason Tougaw, the director of Writing Across the Curriculum at Queens College of the City University of New York, states his reasons for focusing on dreaming in an Honors English Seminar in a way that should overcome the customary skepticism of peers about the topic: 1. —to begin to understand it thoroughly. 2. To help them see that when it comes to dreams and dreaming, the experts are always hypothesizing—speculating intelligently, based on research and other kinds of evidence. Then, to get them to follow suit and do this themselves.
A corollary perception is that students unknowingly censor themselves when they suspect that what they have to say will be perceived as inadequate or unacceptable. Free writing has helped countless students to break conceptual blocks by reacquainting them with their own developing ideas. The relation to Freud’s technique of free association is obvious. In a sense, Elbow extended the idea very naturally from the dream to the writing classroom. 1 Experienced teachers of writing at all levels of instruction will already be aware of how central Elbow’s ideas and practices, and the debates around them, have been in the development of the pedagogy of composition since the 1980s.