Re-storying “progress” through familial curriculum making: Toward a husbandry of rooted lives
Document Type
Article
Publication Date
2015
Abstract
When Wendell Berry was awarded the Jefferson Lecture in the Humanities in 2012, the highest honor conferred by the federal government for intellectual achievement in the field, Bittman (2012) wrote of him, “he is among our best-known, most-adored, most-prolific, and widely admired poets, essayists, novelists … and social critics, a writer of almost incomparable breadth. Did I mention that he is also a farmer, a philosopher, a teacher, an activist?” He continued with his characterization,
Wendell is controversial, unique, and not simplistic. You’re not going to see him on the Today show or in People magazine. He doesn’t speak in sound bites but in leisurely, often literary sentences that, while not at all difficult to understand, require actual concentration and thought, two functions that are sadly in short supply in popular culture. (Bittman, 2012)
Recommended Citation
Fischer, Sarah, "Re-storying “progress” through familial curriculum making: Toward a husbandry of rooted lives" (2015). Faculty Educator Scholarship. 44.
https://mosaic.messiah.edu/edu_ed/44
Comments
Originally published as:
Fischer, S. (2015). Re-storying “progress” through familial curriculum making: Toward a husbandry of rooted lives. In P. L. Thomas, P. Carr, J. Gorlewski, & B. Porfilio (Eds.), Pedagogies of kindness and respect: On the lives and education of children. New York, NY: Peter Lang.