No Learning Without feeling by Claire Needell Hollander

Summary

The video script discusses the importance of emotional engagement in teaching literature, as emphasized by CLA Needle Hollander, an English teacher and author. Hollander criticizes the Common Core State Standards for focusing on technical skills over the emotional impact of literature, which she believes is essential for authentic learning and critical thinking. She advocates for a curriculum that includes emotionally charged literary works to better prepare students for complex texts and to nurture a deeper connection with reading.

Takeaways

• 📚 The script discusses the importance of emotional engagement in learning English literature, as emphasized by author and teacher CLA Needle Hollander.
• 👩‍🏫 CLA Needle Hollander argues that the current educational standards, particularly the Common Core State Standards (CCSS), focus too heavily on technical reading and writing skills, neglecting the emotional impact of literature.
• 🔍 Hollander shares a personal story of a student deeply connecting with Langston Hughes' poem 'The Very Blue,' illustrating the power of literature to evoke genuine emotional responses.
• 📈 The CCSS, adopted in 45 states, is criticized for its emphasis on measurable skills over meaningful literary experiences, which Hollander believes undermines the role of literature in education.
• 🚫 The script points out that the CCSS tends to avoid controversial or emotionally charged literature, reducing students to passive recipients of education rather than active, engaged readers.
• 📖 Hollander advocates for a curriculum that includes significant literary works that can help students develop critical thinking and emotional intelligence.
• 💭 The author expresses concern that by avoiding emotionally charged literature, students are not being prepared for the complex texts they will encounter in higher education.
• 🔄 Hollander calls for a shift in educational practices to prioritize literary experiences that resonate personally with students, enhancing their overall learning and future academic readiness.
• 🌟 The script highlights the unique role of language learning in shaping who we are, implying that selecting meaningful texts for study is crucial for a well-rounded education.
• 📉 The current focus on skill-based standards and standardized testing is seen as missing the mark, as it does not fully address the importance of emotional engagement in literature education.
• 📚 The main takeaway is that to truly educate students, we must engage their emotions and provide them with meaningful, thought-provoking literature, rather than focusing solely on skills and testing.

Q & A

What is the main topic of the discussion in the video script?

The main topic of the discussion is the importance of emotional engagement in learning English literature and the critique of current educational standards, particularly the Common Core State Standards (CCSS), which the author argues are neglecting the emotional impact of literature.

Who is CLA Needle Hollander and what is her profession?

CLA Needle Hollander is an English teacher and author who has written a young adult novel and is known for her unique perspective on student interaction with literature.

What is the title of the text by CLA Needle Hollander that the discussion is based on?

The title of the text is 'No Learning Without Feeling,' which emphasizes the importance of emotional engagement in education.

Why does the author believe that emotional engagement is essential in learning English literature?

The author believes that emotional engagement is essential because it makes learning personal and profound, allowing students to connect deeply with the literature and develop critical thinking and emotional intelligence.

What is the Common Core State Standards (CCSS) and how does it relate to the discussion?

The Common Core State Standards (CCSS) is an educational initiative adopted by 45 states in the U.S., focusing heavily on specific reading and writing skills rather than the emotional impact of literature. The author criticizes this approach for overshadowing the importance of emotionally engaging literature in education.

What is the author's view on the use of 'agnostic texts' in education?

The author criticizes the use of 'agnostic texts,' which are neutral, unengaging texts designed for test preparation, arguing that they do not inspire or challenge students emotionally, which she believes is essential for authentic learning and critical thinking.

What is the author's concern regarding the avoidance of emotionally charged and potentially controversial literature in education?

The author is concerned that by avoiding emotionally charged and potentially controversial literature, students are reduced to passive recipients of education rather than active, engaged readers, which hinders the development of deep personal connections and critical thinking.

What does the author suggest should be included in the curriculum to better engage students?

The author suggests that the curriculum should include important literary works that are emotionally charged and have deep philosophical, psychological, and moral meanings, preparing students for complex texts they will encounter in college and fostering genuine, emotionally rich learning experiences.

What is the author's main argument against the current focus on skills and standardized testing in education?

The author's main argument is that the current focus on skills and standardized testing is missing the mark by not adequately addressing the importance of emotions in learning and neglecting the role of literature in nurturing deep personal connections and critical thinking in students.

What is the takeaway message from the author's perspective on education and literature?

The takeaway message is that to truly educate students, it is essential to engage their emotions and provide them with meaningful, thought-provoking literature, and that the current educational system needs to re-evaluate its approach to ensure literature maintains its powerful role in education.

How does the author describe the tone of her critique and reflection on the current educational system?

The author describes her tone as critical, reflective, passionate, and concerned, advocating for a more holistic development approach to teaching literature that values emotional connection and personal engagement.

Outlines

00:00

📚 The Importance of Emotional Engagement in Literature

This paragraph introduces the video's central theme: the significance of emotional engagement in learning English literature, as emphasized by CLA Needle Hollander, an English teacher and author. The discussion revolves around the shortcomings of current educational standards, particularly the Common Core State Standards (CCSS), which focus on reading and writing skills rather than the emotional impact of literature. The author shares a personal anecdote about a student's deep connection with Langston Hughes' poem 'The Very Blue,' illustrating the power of literature to evoke genuine emotions and its importance in education.

05:03

📘 The Impact of Common Core on Emotional Learning

The second paragraph delves into the critique of the CCSS, which, according to the author, neglects the emotional aspect of literature by concentrating on specific reading and writing skills. The author argues that this approach can overwhelm teachers and strip the joy from reading meaningful literature. The paragraph also highlights the author's belief that the use of 'agnostic texts'—texts designed for test preparation without emotional engagement—hampers authentic learning and critical thinking. The author advocates for a curriculum that includes significant literary works to prepare students for complex texts they will encounter in higher education and to foster emotional intelligence.

10:04

🎨 The Role of Literature in Emotional and Intellectual Development

In this paragraph, the author stresses the importance of literature in nurturing deep personal connections and critical thinking skills in students. The author criticizes the CCSS for its focus on technical skills at the expense of meaningful literary experiences. The author's tone is passionate and concerned, advocating for an educational approach that values emotional connections and personal engagement with literature. The paragraph also reflects on the author's frustration with the current educational system and calls for a change towards a more holistic development approach in teaching literature.

15:06

📖 The Need for a Developmental Approach to Literature Education

The fourth paragraph discusses the author's belief that language learning is unique and shaped by personal experiences, making the selection of meaningful texts crucial for students' emotional engagement. The author fears that the skill-based approach of the CCSS, which avoids controversial or emotionally charged literature, reduces students to passive recipients of education rather than active, engaged readers. The author calls for a shift in educational practices to prioritize literary experiences that create or solve personal connections with students, enhancing their overall learning and preparation for future academic challenges.

20:08

🔍 The Overemphasis on Skills and Standardized Testing

This paragraph examines the consequences of the CCSS's focus on measurable skills, which overshadows the importance of experiencing literature. The author points out that the standards do not prioritize whether students read meaningful texts, as long as the text is complex. The author's concern is that by avoiding meaningful and sometimes uncomfortable literary works, students become passive recipients of exercises rather than active learners engaging with challenging texts. The author suggests that high school students should be prepared for college-level reading without standardized tests by discussing meaningful texts and basing assessments on them.

25:09

🚀 Re-evaluating Education to Preserve Literature's Power

The final paragraph concludes the video script by reiterating the author's call to re-evaluate the current educational approach to ensure that literature maintains its powerful role in education. The author emphasizes the need to engage students' emotions and provide them with meaningful, thought-provoking literature. The author asserts that the current focus on skills and standardized testing misses the mark and that it's time for a change to truly educate students by fostering emotional connections with literature.

Keywords

💡Alternative English

Alternative English refers to non-traditional approaches to teaching and learning English language and literature. In the video, it is the context within which the discussion on education, literature, and emotion is framed, highlighting the work of CLA Needle Hollander who challenges conventional educational methods.

💡Emotional Engagement

Emotional engagement is the concept of connecting with literature on a personal and emotional level. The video emphasizes its importance in learning English literature, as it allows students to have a deeper, more meaningful connection with the texts they study, which is exemplified by the student's response to Langston Hughes' poem 'The Very Blue.'

💡Common Core State Standards (CCSS)

The Common Core State Standards are educational standards for K-12 in the United States, focusing on specific reading and writing skills. The video criticizes these standards for their emphasis on technical skills over the emotional impact of literature, suggesting that this approach can lead to a loss of depth and joy in reading.

💡Authentic Learning

Authentic learning is an educational approach that emphasizes real-world experiences and the development of critical thinking skills. The video argues that the current focus on standardized testing and technical skills neglects the emotional aspect of learning, which is essential for authentic engagement with literature.

💡Critical Thinking

Critical thinking involves analyzing, synthesizing, and evaluating information to form reasoned judgments. The video suggests that emotionally engaging literature is crucial for fostering critical thinking in students, as it challenges them to explore deep philosophical and moral meanings.

💡Educational Disappointment

Educational disappointment is a feeling of dissatisfaction with the current state of education. The video expresses this sentiment by criticizing how the focus on CCSS and standardized testing is leading to a reduction in the quality of literary education and the emotional connection students have with texts.

💡Neutral Texts

Neutral texts, as discussed in the video, are those designed for test preparation and do not inspire or challenge students emotionally. The author argues that such texts are detrimental to authentic learning and critical thinking because they lack the power to evoke real emotions and meaningful experiences.

💡Curriculum

A curriculum is the set of courses and educational activities offered by an educational institution. The video calls for a curriculum that includes important literary works to engage students emotionally and prepare them for complex texts they will encounter in higher education.

💡Passive Learning

Passive learning refers to a learning style where students are not actively involved in the learning process. The video suggests that the avoidance of emotionally charged literature reduces students to passive recipients of education, rather than active, engaged readers.

💡Meaningful Texts

Meaningful texts are those that have a significant impact on the reader, often evoking emotions and prompting reflection. The video argues for the inclusion of such texts in education to nurture deeper connections and critical thinking in students, as opposed to the current focus on skill-based learning.

💡Language Learning

Language learning involves acquiring the ability to understand and use a new language. The video emphasizes that language learning is unique because it shapes and reflects our identity, making the selection of meaningful texts crucial for a well-rounded educational experience.

Highlights

Introduction to the discussion on the importance of emotional engagement in teaching English literature, inspired by CLA Needle Hollander's text.

CLA Needle Hollander is an English teacher and author emphasizing the significance of emotional connections in literature learning.

Hollander shares a touching moment with a student who deeply connected with Langston Hughes' poem, 'The Very Blue'.

The power of literature to evoke genuine emotional responses and influence everyday feelings is highlighted.

Critique of the Common Core State Standards (CCSS) for focusing on reading and writing skills over the emotional impact of literature.

CCSS's adoption in 45 states and its influence on teaching practices, potentially overwhelming teachers and reducing the joy of reading.

Hollander's argument that the current educational approach neglects the importance of emotional and meaningful literary experiences.

The author's call for a curriculum that includes important literary works to prepare students for complex texts in higher education.

Examples of meaningful literature, such as Alice Walker's 'The Color Purple', and their role in developing critical thinking and emotional intelligence.

Hollander's message that to truly educate students, we must engage their emotions and provide thought-provoking literature.

The current focus on skills and standardized testing is criticized for missing the mark on emotional engagement in education.

The need to reevaluate our approach to ensure literature maintains its powerful role in education.

The author's passionate and concerned tone advocating for a more holistic development approach to teaching literature.

Hollander's critique of 'agnostic texts' designed for test preparation rather than inspiring or challenging students emotionally.

The risk of reducing students to passive learners by avoiding emotionally charged and potentially controversial literature.

The importance of choosing meaningful texts to nurture deeper connections and critical thinking in students.

The author's reflection on the unique nature of language learning and the necessity of meaningful context in education.

A call to action for changing the current educational system to better engage students with literature.

Summary of the text's main idea: the necessity of emotional engagement in teaching literature and the shortcomings of the CCSS.

Transcripts

hi everyone welcome back uh today we are

moving into an important discussion

about uh uh another topic of uh

alternative

English and this discussion is all about

education literature and emotion so that

are inspired by a compelling or called

as a uh one of the most important text

from the alternative English um which is

written by CLA needle Hollander right so

if you talk about that she's an English

uh teacher and also author um we are

going to explore why uh such kind of a

text is essential and uh in this

particular topic

what how the author me CLA needle

Hollander gives the kind of or excludes

means about the emotional engagement um

and how that emotional engagement is

essential in

learning English literature and how

current educational standards uh is

doing nothing but uh making us

disappointment

uh how it is a disappointment because of

it's nothing but a me uh the process of

teaching isn't it so that is what you

would find out in this particular uh

text let's uh understand that the

missing uh ideas or um you can say that

the educational standards which is uh um

missing the kind of a mark okay so

before we jump into it let me point out

about CL nle Holland so who is a uh

teacher and teaches at a public midle

school right in Manhattan uh and has

written a young adult Noble titled you

can say something right behind her but

if you talk about that this particular

topic uh no Learning Without feeling is

a very interesting one

uh and you you could say that what this

becomes also part of that or an it to it

so CLA needle her dual experience as a

teacher and author uh gives her a unique

perspective on how students interact

with the literature isn't it so in her

text if you

say uh Hollander Shar a touching moment

right U where she pointed that me her

touching moment with her student right

so who connected deeply with uh me

Langston Huges so Langston Huges is

again called as another poet of a poem

called the very blue so this

student to whom um Hollander me had a

touching touching moment so the author

the author said that what how this

student felt a genuine or authentic

emotional response right and

highlighting the power of literature to

uh evoke real or influence real and

everyday feelings right so if you say

that the Story begins with by stating

that um it is that they sat the key that

the part table told me but it's my

favorite point we walked on he was

talking about the very blue very Blues

isn't it so if you see that what this

suggest about author's connection to the

boy right

um because of the kind of a literature

right so because of the kind of a

literature means the poem that the boy

was reading and

how then the boy feels right and that's

what is nothing but the author uh

sitting next to him listening to it so

Hollander so the story goes on and the

author stated that how me allander

argues that such emotional connections

between what such emotional connections

between um you could say that uh the boy

with the poem right um are crucial in

learning right Middle School students in

particular are uh drawn to emotionally

powerful books right so our Dr means are

attracted to emotional powerful books so

this engagement can make learning

personal and also you can say profound

right or not however if you talk about

that

uh um the author who pointed here

uh this engagement can make personal and

profound however she points out that the

common course uh State Standards so

Common Core State Standards means that

called as a ccss which are adapted in a

way 45 States isn't it which are adopted

in a way me of 45

States unfortunately does what means

Focus heavily on specific reading and

writing skills rather than emotional

impact of literature right so if I talk

about that the Common Core list right uh

detailed skills so students need what

the U students need to

develop the common code list detail

skills students need to develop but it

provides only a short list of what safe

text SF safe text so like little woman

these standards are mean to prepare

students for standardized test but

Hollander believes this approach can

overwhelm teachers and take away the joy

and depth of

reading depth of reading meaningful

literature

right so you can say that what Hollander

criticizes the use of agnostic text

right so when I say that agnostic text

means what so which means called it

doesn't care so what the importance of

it right the author wanted to point out

that um these agnostic text like neutral

unengaging text designed for what the

test preparation right these text don't

Inspire or challenge students

emotionally which she argues or the

point the author argues is essential for

what authentic learning and you can say

that what critical thinking isn't it

authentic learning and critical

authentic learning and critical thinking

now she fears that what by

avoiding emotionally chared and

potentially controversial literature we

are doing nothing but reducing students

to uh go for the passive learning right

so uh she pointed that rather than we go

for the active engaged readers instead

she calls for what inate she calls for a

curriculum

that includes important literary works

that understood with understand with the

students preparing them for the you know

complex text they will encounter in

schools or colleges isn't it so what we

can find out Holland believes that real

works of art like allies Walkers The

Color Purple so if you talk about that

he uh takes different different types of

you know examples and these different

different types of examples uh have been

taken from the literature section so

whether you talk about Huges allies

Walkers so these are the poets and the

writers and they're writing um the color

blues or the color purple uh sorry the

very blues or The Color Purple so these

are nothing but the writing and these

writings are nothing but making a

connection with the readers offer the

Deep philosophical and uh deep

philosophical psychological and moral

meanings that students you know need to

explore right and these text are you

know very important for developing high

level of things thinking and emotional

intelligence isn't it so what is

the what is the takeway actually through

this writing that the author want to

point out so um according to the clar

needle Hollander so the message is clear

that what to truly educate our students

we must

engage the students emotions and provide

them with a meaningful uh thought

provoking to your literature right so

the current Focus the current focus on

what skills and standardizing testing so

that are nothing but missing the mark

right and it is time to what we need to

reevaluate our approach to make sure

that literature keeps its powerful role

in education right so uh those of the

things are highly essential that and

that's what the author wanted to point

out when the me when she refers to this

particular topic which is called as a no

Learning Without feeling so you can see

that the title of the text right which

is very clearly means elaborating the

message right but based on the content

you would find out a fitting title U

that is uh you know um indicating to the

emotional core of education why skills

best standard all short in teaching

literature why skills best standards

false shorting teaching literature so uh

and if you talk about

that the emotional core of Education

right highlights the central argument

that emotional engagement is nothing but

crucial crucial in what crucial in

teaching literature which forms the core

of what effective literature literary

education why skills based uh standards

fall short the segments address the

critic of the Common Core right Common

Core straight standards and their focus

on technical skills which according to

the author means doing nothing but

neglects neglects what neglects the

importance of emotional and meaningful

literary experiences so therefore if you

talk about the typ the title is a

justify the main idea and objective of

the text that emphasizes the importance

of what emotions in learning and

criticizing the current standards uh for

not you can say that adequately

addressing this aspect so if you talk

about uh the kind of a way that the

author presents it so the the author

Stone wrer throughout the text is

nothing but seeming critical right

critical and reflective so critical and

reflective means that's something called

as

a see generally um criticizes and also

remembering what the kind of things are

needed so CLA needle

Hollander critics whom critics the

ccss right that called a common core

state standard right and standardizing

test for their you know focus on

technical skills at the expense of what

meaningful literary segments her tone is

also passionate and you can say

concerned as she advocates for a more um

overall development approach to teaching

literature that gives value emotion uh

emotional connection and personal

engagement so Additionally you can say

that there is an element

of frustration with the current um

current educational system and a call to

action for changing this this kind of a

this kind of a process right so that is

what the author object you can say

author you know me uh comment on to it

and also reflection on to it so but as a

reader if I read the kind of a um state

M or read the kind of a essay so what I

can feel like the objective of the text

is to what argue the same as the author

right the current emphasize on

skill-based standard and standardizing

testing in education so particularly

through the ccss weakening the role of

emotionally engaging literature in

education uh in students isn't it in

students learning so needle H Ander uh

you can say that aims to highlight the

importance of what importance of

choosing meaningful and emotionally

impactful text so to nurture or to take

care deeper connections and critical

thinking in students right she she

advocates for a what shift in

educational practices to prioritize or

giving importance um giving importance

to what giving importance to uh literary

experiences that you can say that reates

or solves

um what do we can say that

U um you can say that that results

personally with the students uh learning

experience so therefore uh enhancing

their overall learning and preparation

for future academic challenges right so

uh if I talk about the main idea of the

text so the main idea of the text is

that emotional engagement is crucial in

teaching literature but the Common Core

state standard overly empathized um

technical skills and standardizing

testing uh at the expense of a

meaningful uh emotionally impactful

reading experiences so CLA needle

Hollander argues that this focus on

skill tion and agnostic test so the

meaning of agnostic testt is called as

it doesn't matter then what you are

reading you simply go for the mugging up

so weakening the role of literature in

nurturing deep personal connections and

critical thinking in students right so

she uh means she witnessed for a more

developmental approach that include

important emotionally charged uh

literary work work to better engage

students and prepare them for high level

learning isn't it so if I go for the

same thing you would draw from this

particular text I hope you understand

this so the authors argues that language

learning is unique right because it

shapes and it shed by who we are

therefore you can say that selecting

meaningful text is crucial Aller fears

that what the skill-based approach of

the ccss which avoids controversial or

emotionally charged literature is

reducing students to uh me you can that

passive recipients of Education rather

than active engaged readers right she

calls for a shift shift towards

including more uh you can say that

significant literary wordss in education

to prepare students for the complex text

they will meet in where they will meet

in college and to um nurture genuine

emotionally reach learning experience so

um that is what you you would find out

then so from from our kind of a

topic like so let me just give you a a

small summary of the the text so when I

start uh this particular uh topic

reading so what do I find out means The

Story begins with how a student uh told

the author that the very Blues by

langstone Huges was his a favorite poem

even though uh it made him sad he

thought

feeling he thought what he thought

feeling sadness was normal right so

sadness feeling was something called as

a normal

which made senses which made sense to

him so the author enjoys when when when

she find out that her students feel

deeply about what they read because it

makes their learning you can say that

personal right middle school students

often choose emotionally powerful books

taking emotional risk uh just as they

take physical ones right so um you can

say that what

um for teachers emotions help engage

students in learning and that's what

means the author finds out but at the

same time means when we talk about the

ccss what is that the Common Core state

standard that emphasizes what the

specific reading and writing skills

specific reading and writing skills

rather than the emotional impact of

liter lure right so and these standards

have been adapted in a way you can say

that in 45 States right in 45

States in 45 States unfortunately the

authors of the standards are not

particularly interested in emotional

risk taking but rather in the avoidance

of what political risk it is rather

bloodless effort isn't it so you can see

that what um it's easier to agree on

what skills students need rather than

what they should read as a result the

ccss offers only a brief list of sale

classic test like little Omen isn't it

so and uh also stated about the

standardized test or the stand um you

can say that what the standard

list many details skills which and

overwhelm teachers so a colleague of the

author also mentioned it's difficult to

avoid what uh teaching these skills than

to make sure they are all covered right

many skills listed in the standards are

obvious and overly you can say that

complicated right or not so uh high

stake test and also the skills best

focus on the ccss are reducing the

importance of what literature in English

classes right instead students do what

uh instead students are reading agnostic

test right the text which doesn't create

any kind of a feeling isn't it so that's

why the author stated that it is

designed to neutral not and not

interesting you can say that

disinteresting isn't it so and also

pointed that just to test verb skills

without any bias right there are many

such text available for different grade

levels but there is no discussion about

uh which text should the students should

be choosen for uh choosen to read so

students Natural Curiosity and emotions

are nothing but ignored right so and

they receive lessons designed to teach

abstract langage language skills so the

author wanted to point out that the ccss

author right did not uh intend to what

diminish literature's role but uh what

their focus their focus on measurable

skills which is overshadowing the

importance of experiencing literature

right so the standards do not prioritize

whether students read meaningful texts

uh like Shakespeare's of selling girl as

long as the text is complex right you

can say that U new teachers you may find

out that might rely on prepared

materials to make the make sure students

practice skills in a way that fits uh

the standards rather than engaging what

rather than engaging um you can say

deeply with the real literature so uh

you if You observe that what language

steps who we are so teaching it teaching

it is different from other subjects

right so choosing the right text is are

crucial but educational leaders avoid

discussing what literature should be

included isn't it U so the author's

concern is that we are avoiding

meaningful sometimes uncomfortable

literary Works which are essential for

real Le the CC SS L skill instead of

specific books to avoid controversy you

can say

that

um uh books to you you can say avoid

controversy and this makes students

passive recipient of exercises rather

than active Learners engaging with

nothing but challenging text so in

college you would find out that students

read complex test without uh

standardized testt and that's why the

author suggested that uh we should

prepare high school students for this by

discussing what they should read and

make sure test are based on these

meaningful text right language learning

must happen in a meaningful context

driven by emotions and real life

experiences ignoring this makes reading

loss or lose much of its purpose so me

what is the takeway right that the clay

needle all

enter right

so that she wants to send the message

it's clear that to truly educate our

students we must do what now we must uh

uh engage their emotions and provide

them uh with the meaningful thought

provoking literature so and that's why

the authors the current focus on skills

and standardized testing misses the mark

right so uh and that is what she is

focusing and she's telling that what how

the current situation is losing nothing

but losing what losing um losing the

kind of emotions whereas focusing more

on skills and standardizing test right

so and it's time to re-evaluate our

approach to make sure that literature

keeps its powerful role in education

right so I hope you understood this so

thanks for joining us

today if you found this discussion and

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