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LEARNING WATERS

LEARNING WATERS Abstract I teach with water. It’s nothing very remarkable and I myself do not remember how I settled upon water as a most convenient introduction to what I have to teach, which is to say, to learn. Did not everything begin with water? My own beginnings, in any case, would border on the banal, if they did not signify so much about where I live (race and class) and how I teach (tradition, institution, location), the liberties I can responsibly take, or the sheer length to which one might have to go to register and partake of a sense of wonder – and of outrage – on the impossible path toward a collective experience of learning. In this particular instalment, learning with water is very much about recalling what we know, knowing what we do with the knowledge that we have. I teach with water. I start my class by quietly, if ostensibly, depositing in front of the class, or at the center of the seminar table, a bottle of “spring water.” I then invite the students to attend to this classroom instance of the proverbial elephant, though not necessarily true to the desperate manner of the three blind men. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Angelaki Taylor & Francis

LEARNING WATERS

Anidjar, Gil
Angelaki , Volume 28 (1): 12 – Jan 2, 2023
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12 pages

LEARNING WATERS

Abstract

Abstract I teach with water. It’s nothing very remarkable and I myself do not remember how I settled upon water as a most convenient introduction to what I have to teach, which is to say, to learn. Did not everything begin with water? My own beginnings, in any case, would border on the banal, if they did not signify so much about where I live (race and class) and how I teach (tradition, institution, location), the liberties I can responsibly take, or the sheer length to which one might...
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Publisher
Taylor & Francis
Copyright
© 2023 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1469-2899
eISSN
0969-725X
DOI
10.1080/0969725X.2023.2167788
Publisher site
See Article on Publisher Site

Abstract

Abstract I teach with water. It’s nothing very remarkable and I myself do not remember how I settled upon water as a most convenient introduction to what I have to teach, which is to say, to learn. Did not everything begin with water? My own beginnings, in any case, would border on the banal, if they did not signify so much about where I live (race and class) and how I teach (tradition, institution, location), the liberties I can responsibly take, or the sheer length to which one might have to go to register and partake of a sense of wonder – and of outrage – on the impossible path toward a collective experience of learning. In this particular instalment, learning with water is very much about recalling what we know, knowing what we do with the knowledge that we have. I teach with water. I start my class by quietly, if ostensibly, depositing in front of the class, or at the center of the seminar table, a bottle of “spring water.” I then invite the students to attend to this classroom instance of the proverbial elephant, though not necessarily true to the desperate manner of the three blind men.

Journal

Angelaki – Taylor & Francis

Published: Jan 2, 2023

Keywords: learning; consumption; oil; disciplines

References

  • Water in British India: The Making of a ‘Colonial Hydrology.’
  • ‘Waters’ or ‘Water’? Master Narratives in Water History and Their Implications for Contemporary Water Policy
  • First Law and the Force of Water: Law, Water, Entitlement