Plato, C.S. Lewis, and J.R.R. Tolkien Using Literary and Philosophical Texts to Navigate Post-Pandemic and Political Teaching Challenges
We examine how Plato, C.S. Lewis, and J.R.R Tolkien responded to tumultuous times that included the ongoing reality of death through wars and plagues and social unrest. More specifically, we draw upon the historical backdrop of Plato’s dialogues, C.S. Lewis’s essay, “Learning in War-time”, and Tolki...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2024
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| In: |
Religions
Year: 2024, Volume: 15, Issue: 3 |
| Further subjects: | B
C.S. Lewis
B Tolkien B Pedagogy B Covid-19 B Plato B Greek History |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a We examine how Plato, C.S. Lewis, and J.R.R Tolkien responded to tumultuous times that included the ongoing reality of death through wars and plagues and social unrest. More specifically, we draw upon the historical backdrop of Plato’s dialogues, C.S. Lewis’s essay, “Learning in War-time”, and Tolkien’s Lord of the Rings to bring to light important social and psychological dimensions of the learning process that may help students and educators navigate these tumultuous times that cause confrontation with death. We argue for a middle ground between emphasizing the “unprecedented” nature of events like COVID-19, the politically divisive state of affairs in America, the war in Ukraine, the devastation of earthquakes in Syria and Turkey, and the desire to find a new normal in the midst of world-wide turmoil. We first reflect on our experiences with pandemic teaching and learning. Then, we address some contemporary research on pandemic learning. Third, we turn to the historical backdrop of Plato’s dialogues, specifically the Plague, The Peloponnesian War, the rule of “The Thirty”, the restoration of democracy, and the Reconciliation Agreement in Athens. Fourth, we consider some of the effects of the first and second world wars for both C.S. Lewis and J.R.R. Tolkien. Finally, we suggest that Gandalf emerges as a model of the middle ground we aim for in our pedagogical relationships. | ||
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