Log6.25: Log6.2 Interpolation

Much has happened since my last update two weeks ago. The following is an interpolation of the second part of a six-part series.


This is the Part 2: On Pedagogy, INTERPOLATION

NOTE: As of August 25, 2010 the blog has become public, and as such the contents of the following entry have been revised.

The following is a true story.

As many of you may know by now, none of the Claremont Colleges (henceforth the 5C's) are knock-off schools.  At least, I respect them.  There are of course intercollegiate dynamics that have been popularized by the media and to some extent we have lived up to.  Such instances aside, we are predominantly intellecutally driven, ambitious and accomplished individuals.  Last year's Fulbright ETA Korea class consisted of at least one representative from each of the 5C's except for Harvey Mudd, and this year there are--albiet homogeneous--six of us: one Pomona (yours truly) and five Pitzer.

The mentor for my one of my lessons was a graduate of [insert 5C college name].  This year's class introduced ourselves earlier in the week to her, so she knew I was the lone Pomona; and I knew she was [insert college name].

I sit down with her to go over my "Stereotypes" lesson plan the evening before I teach it.  I enter the room, say hello, she says hello back, and as I sit down the following are verbatim the first words from her lips:

"So, I read your lesson plan and it's very Pomona...(she had a clear emphasis on my alma mater)"

I'm sorry, what?  Oh, yeah, that, yes; well, yes, I did attend Pomona College.  Thank you for reminding me of this invaluable fact.  I am grateful that you could identify that most crucial and overwhelmingly relevant element of my lesson plan and remind me of it.  How do you think I can incorporate my alma mater's name into becoming a better teacher?  How could I apply this fact to my lesson plans?  Do you think the fact that I attended Pomona College should be something I impart unto my disciples in the future?

DUDE, WHO CARES?! 

Apparently, she did very much because she continued to drop my alma mater's name, turning the Roman goddess of fruit tress into an adjective she could wield as a weapon to impart characteristics and judgment less unto the lesson plan and more unto me.

It was a revealing moment about one Claremont Colleges student, and it was rather disheartening to see.  Perhaps she doesn't care, or didn't even notice, but this was the first time I had heard somebody even mention my school name since graduation!  Having been here meeting these wonderful people, the last thing I remember about a person is which school he/she went to, because frankly that's not relevant!  At all!  So why is that something so subliminally haunting your critique of my lesson plan?

I'm making it sound like a bigger deal than it is.  I simply smiled, marked it with a small asteriks among my day's activities, and quickly became lost in whatever actually mattered.  It's fun to look back on it though, hehe.

What I can say is that the incident failed to improve my image of [insert college name] students.  This has nothing to do with what my initial images of [insert college name] students are; just that the incident help improve them.

But it's okay, because one of my closest friends is a [insert college name] graduate and he is one of the brightest and most enjoyable human beings to be around. 

...

What does it say though if he didn't actually like [insert college name] much?