Entry #3: Teacher as Parrhesiast

In what ways are English teachers parrhesiasts?

Let's start with Wikipedia's initial definition: "in the classic discipline of rhetoric, parrhesia is a figure of speech described as: to speak candidly or to ask forgiveness for so speaking.
The term is borrowed from the Greek παρρησία (παν = all + ρησις / ρημα = utterance / speech) meaning literally 'to speak everything' and by extension, 'to speak freely', 'to speak boldly', 'boldness'.

I certainly think that teachers are most compelled and urged to develop critical thinking abilities in their students. Sure, social studies and the sciences warrant abstract thought and exploration; however, it tends to be predominantly in the English classroom that students are able to deeply question and evaluate perspectives, recognize disparate beliefs and values, and reflect on and further develop their own perceptions about the world around them.

English teachers, as we've discussed in C+I, are urged to actually confront less-than-superficial issues and concerns that are inevitable realities in our contemporary society. Through text analysis, personal reflection, and myriad other activities typical in an ELA context, teachers and students alike are faced with contentious, polemic and frankly often frightening realities. Though it can be incredibly difficult, especially for young teachers, it is so important to at least acknowledge such controversial issues, and to hopefully "attack" them head-on. For myself, having been researching for my Social Context presentation on Gender Issues in Education, I have found a good number of case studies dealing with gender issues in classrooms. It is evident that making effective decisions about controversial issues is easier said than done in some hectic, stressful and chaotic teaching situations. Knowing how to respond to student comments and actions, be they in journals, in grand discussion, or perhaps even in the hallway, can be horribly challenging for un-seasoned and veteran teachers alike. Even so, I really believe that it is the responsiblity of the English teacher to 'to speak freely' with boldness, whenever issues arise.

The suggestion that teachers should be parrhesiasts and simply speak boldly about any and everything, to me, is somewhat frightening. As I've discovered, with many discussions, class conversation can rapidly digress and sail into dangerous water. (Cheesy metaphor, I know). At this point, I know that I'd need to prepare and be proceed very gingerly with any sort of contentious debate or discussion. At the same time, as long as English teachers can consistently model good, appropriate behaviour, they can be exceptional role models to students, demonstrating how to question the status quo and how to debate or criticize both fictional and realistic issues. The ability to communicate effectively and articulately in any form is commendable not to mention incredibly useful, and students should see the strength of the power of the language arts as emulated by their teacher. I must admit that my best music teachers have been the acclaimed and exceptional performers themselves. While I have found that many teachers use the phrase, "If you can't do, teach", I resent and completely question it. English teachers need to "sell" literacy and the like, not through heavy marketing campaigns or overly fun content, but through their own enthusiasm as well as their skill in the craft, in using the language arts.

I'll admit that I'm rambling and have segued, meandered and such; however, I am a strong believer in the therapeutic rather than the assessment value of journalling and reflection. In Ed 2500, I absolutely despised journalling, mainly because it was so artificial and forced. As I've come to just write for my own purposes, it is obvious that I get so much more out of it. In some ways, my journal was my own personal therapist, of sorts. I intend to become an effective parrhesiast; however, at this point, I am going to first aim for being "real". Speaking candidly as a budding young teacher, in practicum no less, could be detrimental. At the same time though, I really think that the more genuine and "myself" I am when I teach, the more the candidness will show. There is a time and a place for being bold and speaking freely; when leading discussions, I hope to be purposeful but not biased. On the other hand, through the activities I direct, the projects I assign, and through a general focus to improve the critical thinking skills of my students, I can certainly attempt to aid students in the development of their own opinions, arguments, and ideas.

As Foucault suggests, "in parrhesia, the speaker uses his freedom and chooses frankness instead of persuasion, truth instead of falsehood or silence, the risk of death instead of life and security, criticism instead of flattery, and moral duty instead of self-interest and moral apathy". When put that way, I loved my teachers who "put it bluntly", admired the teachers and profs that spoke their mind and actually confronted issues that could easily be glossed over, and respected teachers that took a stance and gave sufficient explanations for their decisions. The criticism over flattery argument that Foucault raises is a bit questionable, but definitely worth exploring. As an English teacher, I think that getting down to the issue, especially with regard to content in texts and how these issues relate to our lives is essential. At the same time, though, straight-out criticism can be harsh and ineffective. Perhaps I'm thinking of actual teaching, and that need for constructive criticism; yet, either way, it is important that English teachers actually confront issues as they are raised to the best of their ability.

To sum, parrhesia is an interesting rhetorical form. In the English classroom, I think it certainly has relevance. English teachers help to equip students to analytically and critically assess the world around them. They are paramount in acting as strong role models, individuals that have an exceptional command of the English language, and can communicate well in many ways. As teachers, it is imperative that in the English classroom, we don't avoid issues that might frighten us. I have a feeling that English teachers can often better sift through difficult scenarios and concerns better than shoddy online blogs or even magazines. Teachers should attempt to develop strong rapport with their students, and should gain their respect. In such a role, a teacher can make a significant impact, and can positively influence lives. Who better to help students understand complex problems than English teachers? Even if we're not ultimately the best, at least we can show students how to handle awkward or scary issues with a critical eye, an open ear, and a willingness to evaluate and reflect on the realities that we face throughout our lives.