Reading is fundamental and is lost in the translation

Sep 24, 2015 by

reading graft

Reading is fundamental, that’s true, but somehow this idea gets lost in the translation, which re-states it to mean, in today’s education system, that reading is fundamental when we make Johnny read and read and read until the words come out of his eyes and ears, until it becomes a habit, so deeply ingrained in him, that it is only natural for him, to pick up a book in his leisure time, in a world of constant distractions and events flying by at high speeds, and, read at a pace much slower than reality, where side-journeys, digressions, and inner-space journeys intervene frequently, so, in order to prevent those diversions from happening to poor Johnny, we give him, no, excuse me, we bombard him with a barrage—sometimes called a “list”—of thirty books to read on his own, three per month, and, the summer bonus of ten books, so he might become, for us, but unbeknownst to him, a reader, booklover, lifelong learner, in a naturally unnatural way, in a way that “makes” the reading process or the magic of reading fundamental, so he can sit “engaged” and bored simultaneously, thinking about his future days, like how many books can he finish, how many pages in each book, the easiest books to read and respond to, and just how fast he can finish this assignment, with the least amount of psychic pain and stress, but these questions, sadly seep into his dreams, which turn into nightmares, where he finds himself in a Kafkaesque world filled with piles of books looking down on him, with him trying to read and comprehend what he is reading, and to think critically about what he has read, and then to recall, focus, concentrate, and reflect on the words, sentences, meanings, ideas, thoughts, feelings, and connected real-life experiences expressed and communicated by the author(s), who took a long time to write their books, and expect the readers of their works, to take their time to appreciate and understand the books, to use their imaginations to visualize the words they read, and realize the feelings and thoughts triggered by the mind-pictures, so they can respond to literature, and learn how to become readers, learners, and students…

Reading IS fundamental, but reading IS also rocket science, and you can lead a kid to books, but you can’t make him read them for real…

See my EDUCATIONVIEWS articles about reading, the reading process, creative reading, motivating struggling readers, and connecting emotional intelligence to the subject:

“Motivating Struggling and Reluctant Adolescent Readers from Inside Out” (August 5, 2015) at:

http://www.educationviews.org/motivating-struggling-reluctant-adolescent-readers.

“A Novel EI Reading Experience for Adolescents” (August 11, 2015) at:

http://www.educationviews.org/ei-reading-experience-adolescents.

“Reading: Take Out Your Inner 3-D Glasses and See For Real” (August 18, 2015) at:

http://www.educationviews.org/reading-3-d-glasses-real.

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