One of the great things about the connected learning community is the vastness of subject matter about which to write and think and create and share. I know I need to be creating and thinking constantly, and sometimes I just need to break free and do something because I WANT to do it. I enjoy learning, so my PhD studies interest me and keep me busy writing. I love teaching, so my time spent creating lessons that teach composition and critical thinking is time well spent. But then I read some of my favorite blogs or tweets by some of my online colleagues and I feel like I’m missing out on something fun.
My friend, Sarah Honeychurch, wrote about a creative challenge she was participating in about twisted pairings. Following her blog to the original source, I found Steve Wheeler, the learning technology blogger behind #twistedpair challenge. The purpose of the challenge is to put together two unlikely people (real or fiction) and explain their connection to teaching and learning. It’s similar to his #blimage challenge from last summer. (My attempt at that challenge is here.)
I relish these kinds of challenges and fully intend to steal…er…borrow this concept for use in my writing classes. Making connections – between individuals, groups, and ideas – is a critical skill in a 21st century world. For this challenge, Steve shared a list of possibilities, but none really resonated with me until I saw
Doctor Who and Snoopy
An immortal Time Lord from Gallifrey and a wisecracking beagle from the USA couldn’t possibly have anything in common, could they? Nor could there be lessons to be learned from the pair, right? Well, perhaps. Deeper inspection may reveal connections that unite pop culture lovers from two distinct cultures and two very different points of view.
The most obvious connection is in the imagination of the writers. Charles Schultz gave Snoopy a character all his own, and whether he was Joe Cool or the Ace fighter Pilot, underneath he was still Snoopy the beagle. Similarly, the Doctor has undergone 11 or 12 regenerations (depending on how one counts), but underneath each unique visage and eccentricity, the Doctor is the same: finding truth, fighting evil, and making friends along the way.
Friendship is another common theme. Snoopy has Woodstock as his primary chum, but he has other friends too, including his brother, Spike, and his “owner”,Charlie Brown. The Doctor, for all his clamoring about his independence almost always has a sidekick: from Susan in 1963 to Clara in 2015. In between is a crew of men, women, and even an android dog. As Donne says, “No man is an island”, and both the Doctor and Snoopy manage to surround themselves with the companions they need to persevere. Often students, especially the introverts, try to exude a countenance of confidence when they really could use a buddy. It’s one of the reason I am so pro-technology. Twitter, Google docs, even discussion boards can give voice to the shy or struggling while giving opportunity for the more outgoing students to listen. Collaboration makes student writing and comprehension stronger.
The real connection, however, is not in Snoopy and the Doctor per se. It is in their dwellings. Snoopy’s doghouse is fighter jet or study, depending on his need. The interior must be enormous based on the sheer number of things he keeps stored there. For the Doctor, his TARDIS (Time and Relative Dimension In Space) is known for being “bigger of the inside.” This concept is the connection between Doctor Who, Snoopy, and teaching practices. So much time is spent preparing for standardized tests (and now even teacher preparation programs are moving from innovation to EdTPA standardized assessment) that the imagination is too often left behind. But the human mind is “bigger on the inside” because imagination and innovation dwell there. It may be that we are instructed to educate creativity out of our children (thank you Sir Ken), but those of us who teach from a place of passion must find ways to connect that vast space of potential to real and concrete ideas and projects.
Creating relevant scenarios is a key element to engaging imagination. Doctor Who has his conflicts thrusts upon him by Daleks, Weeping Angels, and Cybermen, among a dozen or more others. Snoopy should have a life of ease, but he creates problems for himself by engaging in flight battles or Christmas light competitions (which he inevitably wins). Teachers need to teach students to look at assignments (even the dreaded close reading multiple choice assessments)as problems or challenges or scenarios that can be outwitted with creative thinking and “smarts” rather than tolerated until over. But how do we do that when admins breathe down our necks about test scores and even universities cry out for universality? How do we prevail against a system that strives to create a generation of Nestean Autons instead of independent thinkers? These are the challenges facing educators today. The paradigm is shifting; teachers need to regenerate into a new form with the same underlying passions and take on the Red Baron of politics in education with Snoopy-esque panache.
Robinson, K. (2006). Do schools kill creativity? [Webcast]. TED2006. Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en