“It is dangerous to encourage people to talk -to express their feelings in words, to shape their ideas into coherent forms. The person in charge cannot predict what will happen; he cannot control the words. It is an open situation, and everyone becomes more vulnerable, more exposed, and thus more equal.” -Nancy Milio (from 9226 Kercheval: The Storefront That Did Not Burn, 1970)
Apparently the English have shown that when you teach students philosophy they improve in mathematics and logical reasoning skills. I am pleased to say that I teach and discuss philosophy with my students. The Socratic approach is the very core of what I do; it’s what I’ve been doing at DEMOI for three and a half years and it is what I am also doing at The Infinity School. http://infinityschool.ca
I’m also pleased to say that my students love the challenge of thinking philosophically and would excel in any school that makes philosophy a core subject:
London Literacy in Action
We are living in a time characterized by a widespread desire to improve -even rescue- our world. Across North America these past five years we have seen an explosion of impactful social movements demanding that our communities revisit and reassess notions of fairness, justice, and inclusion. This summer has seen a dramatic spike in that urgency for constructive action.
In response a new group, London Literacy in Action (LLA), is being formed. This group will be led by Jeremy Marks, a London-based writer and educator and will enjoy the sponsorship of both the London Youth Advisory Council (LYAC) and the London Central Library. This group seeks committed young adults between the ages of 15 and 25 who desire to participate in an ongoing conversation about fairness, justice and tolerance in our city and who are prepared to commit themselves to bi-weekly discussion sessions on Thursday evenings from 7-8:30 p.m. at the Central Library. These sessions will be driven by our close reading of contemporary fiction, literary nonfiction and memoir dedicated to the very issues which are behind the impactful social movements of our time. LLA wants (and needs) young people who are not only prepared to tackle a book every month, but who know the power of story and recognize how literature and memoir can spark the necessary conversations capable of moving our city and our society forward.
London Literary in Action will be more than just a discussion group; it will be a team prepared to interact with diverse communities of race, class, gender, colour, religion and ethnicity in London. LLA will also be a springboard for its members to become active in civic life as we will produce a narrative report of our findings which will be presented to City Council and made available to the community-at-large. In order for our group to succeed we need committed and creative youth-of-conscience.
If you are interested in joining LLA please answer 3 of the following questions. When you have completed the application please return it to Jeremy Marks at firstname.lastname@example.org and include your contact information in the form of either your email or cell number (if you have one). Thank you very much for your interest! If you have any question please do not hesitate to contact me.
Reading list: london_literacy_in_action_book_list
I am very excited to report that I have signed a contract to work for London’s Infinity School. I will be teaching Civilization classes for the 2016-2017 school year. The Infinity School’s methods are in perfect synchrony with my own: it is a school built around Socratic discussion and individual initiative and whose mission is to encourage self-reliance and self-direction in its students.
I cannot express how pleased I am to be part of a brand new school (which is opening its doors next month) that has been founded to bring progressive educational alternatives to the families of London, Ontario. (I should add that I will still be taking clients and DEMOI will continue as before.)
I recommend visiting the Infinity page for more information:
Starting September 22nd, 2016 I will be facilitating a literature discussion group through the London Central Library. Here is a preview of the advertisement that will be appearing in the Library Newsletter this summer:
(Public Affairs Discussion Group for Young Adults who are Thinkers and Activists)
Ongoing, 1st and 3rd Thursday evening every month, 7-8:30 p.m. in the Flex Space, London Central Library
September 22nd: Introducing Our Mission & Team Building Session
October 6th: Discussion of Benjamin Alire Saenz’s novel Aristotle & Dante Discover The Secrets of the Universe
Join a team of young adults (ages 15-25) dedicated to reading, discussing and debating contemporary works of fiction, literary non-fiction & memoir which cover pressing questions of ethnic, racial and gender identity and address matters of social, political and ecological importance. We will be presenting our findings to the City of London and the Community-at-large.
Further Information and Sign Up available at https://demoiindependentlearning.com
I am in the midst of teaching what I am calling a mini-seminar series on utopian ideas. The course is in five parts with each session devoted to a specific book. The course is broken down like this:
Week 1: The Communist Manfesto (Karl Marx & Friedrich Engels)
Week 2: The God That Failed (Richard Crossman, ed.)
Week 3: Utopia (Sir Thomas more)
Week 4: Winnipeg’s General Strike (Michael Dupuis)
Week 5: To Kill A Mockingbird (Harper Lee)
Already the course has become for me a fascinating discussion/rumination on the question: What is a utopian society?
What I find most interesting about this course is that I am witnessing a group of teenagers who have grown up in a post-Cold War world where the threat (or spectre) of communism no longer carries any of the weight that it carried during my own early childhood. Their opinions are free of the Cold War, East vs. West polarities I was reared on growing up in the suburbs of Washington D.C.
What I also find fascinating is that this is a generation that has grown up with a profusion of dystopian books, graphic novels and films. Over the past three years I have been introduced to vast literatures detailing for young adults what a dystopian future might look like. These books range from The Hunger Games to the Divergent series to Scott Westerfeld’s Uglies series and World War Z. And of course Margaret Atwood has also made her own contribution (The Year of the Flood). All of my students are familiar with at least one dystopian novel or film and consider dystopia to be a very real possibility for their futures. I honestly do not remember a similar interest in dystopias when I was a teenager, then again I came of age during that oddly buoyant period known as the 1990s before the towers fell, before the “Great Recession” and before the broadening discussion/controversy of Global Climate Change.
I believe that it is appropriate for young adults to read, consider and discuss literature whose primary concern is asking the question: what does a fair, just and equitable society look like? It is frankly refreshing to hear them discuss these matters intelligently, politely and passionately without the cant and hackneyed phrasing so common in the popular media. But more importantly, I think that introducing young adults to literature of this calibre and indicating to them that they are ready for it is immensely important because it not only encourages them to voice their concerns, observations and opinions but it also teaches them that serious questions deserve serious consideration and that they, with their enthusiasm and verve, can make a contribution and have the intelligence and aptitude to do so.
I would like to see more air time and screen time in the media devoted to roundtable discussions and Socratic seminars where young adults are the participants. I find their observations and interactions not only enlightening but in fact more enlightening than that of pundits and wags because they have not reached a point where they feel they have found the grail for all of our problems or have a vested concern in one ideology or programmatic solution.
–Jeremy Nathan Marks
I must say that I am again delighted with the session I had with the philosophy discussion group. Yesterday we met a second time and discussed The God That Failed, a collection of testimonials by six writers who turned against communism.
I remain deeply impressed by the contributions of the group. Not only did they read the book with enthusiasm but they also connected the analysis of writers like Richard Wright, Ignazio Silone and André Gide to contemporary socio-economic and political problems. To witness a group of young people sit and debate ideas with intellectual commitment, personal humility and unfailing politeness is always a great joy for me and offers me hope for our social future.
At the risk of being repetitive, I just cannot help but express my delight at having the opportunity to work with such a group of engaged and committed thinkers who approach ideas with purpose and verve. Not only are the sessions delightful to participate in, but they are a personal gift to me as I am reminded why teaching is my calling. I am grateful to my students (and their parents) for reminding me of that.
–Jeremy Nathan Marks