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The institute offers graduate-level discussions led by literature PhDs, supported by lectures and related films. 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But for three weeks last July, he had little time for leisure.  \nBlack had voluntarily enrolled in the Sue Rose Summer Institute for Teachers at the Dallas Institute of Humanities and Culture.* He had 􀀞rst learned of the program from colleagues who told him it would reinvigorate his teaching and renew his passion for lifelong learning, and on both counts it did. roughout  \nJennifer Dubin is the assistant editor of American Educator. Previously, she was a journalist with the Chronicle of Higher Education. To read more of her work, visit American Educator’s authors [index at www.aft.org/](index at www.aft.org/)[ ](index at www.aft.org/)[newspubs/periodicals/ae/author.cfm](newspubs/periodicals/ae/author.cfm).  \nthe three-week institute, he did not hear the terms “21st-century skills,”“high-stakes testing,” or “value-added assessment,”1 among other education buzzwords that too often fail to develop teachers and students in thoughtful ways.  \nInstead of being subjected to what he disparagingly calls“PowerPoint drudgery,” Black spent eight hours each day discussing classic works of literature, 17 in all, that he had read the previous three months on his own: Prometheus Bound, Agamemnon, 􀀞eLibation Bearers, 􀀞e Eumenides, Antigone, Oedipus the King, Oedipus at Colonus, Peace, Lysistrata, King Lear, Othello, Hamlet, 􀀞e Tempest, A Midsummer Night’s Dream, Blood Wedding, Crime and Punishment, and Beloved.  \nEach morning, he attended lectures on these works given by the Dallas Institute’s faculty members, who hold PhDs in literature. Afterward, he discussed the texts with teachers just like  \n*To learn more about the Dallas Institute of Humanities and Culture, visit www. [dallasinstitute.org](dallasinstitute.org).  \n34 AMERICAN EDUCATOR | SPRING 2014  \nhimself in small faculty-led seminars. In the afternoons, he sometimes watched a 􀀞lm relating to the literature studied that day or attended another discussion or lecture. en he wrote a response to a tightly focused question posed by the faculty to demonstrate what he had learned.“It’s divine,” says Black, summing up the experience three days before it ended.“I’m surrounded by intelligent people talking about intelligent books, intelligently.”  \nFor 30 years, the Dallas Institute has treated teachers as intellectuals. To that end, the nonpro􀀞t educational organization, founded by former faculty members at the University of Dallas, o􀀛ers teachers from all grade levels and all disciplines—not just English—an experience that either reacquaints them with or introduces them to the literature of Western civilization. e classic works studied are taught atthe level of a graduate-school course and do not at all resemble typical professional development. Educators who attend this program rise to the challenge of engaging in insightful discussions about these complicated texts. In fact, they hunger to do so.  \n“Teachers work with human material, and the best way traditionally to gain access to human things is through the humanities, which are the foundation of a liberal arts education,” says Claudia Allums, who directs the Summer Institute. But a liberal arts education encompasses more than literature or philosophy or history courses, she says. It’s a particular spirit with which one approaches any discipline.“Ifa teacher has a broad, strong liberal arts education, then he or she is going to have a broad, strong foundation in human sensibilities. at’s the foundation we believe is important for any teacher’s wisdom.”  \nToday, that belief isnot widely shared. With the overwhelming focus on testing and measuring, it’","cbCairmoIQCrbOIc","https://ap.wps.com/l/cbCairmoIQCrbOIc","pdf",689361,"English","# Promethean Summer\n## Professional Development Rooted in the Classics\n## The Dallas Institute’s Approach to Teacher Learning","[{\"question\":\"What professional development did Keith Black choose for the summer of 2013?\",\"answer\":\"He enrolled in the Sue Rose Summer Institute for Teachers at the Dallas Institute of Humanities and Culture, which focuses on intensive study of classic works of literature.\"},{\"question\":\"How did the institute structure daily learning during the three-week program?\",\"answer\":\"Each morning featured lectures on specific classic works, followed by small faculty-led seminars; afternoons could include film viewings related to the day’s literature or additional discussions and lectures.\"},{\"question\":\"What is the institute’s underlying philosophy about teaching and the humanities?\",\"answer\":\"It treats teachers as intellectuals and holds that access to human understanding comes through the humanities, which form the foundation of a liberal arts education, supporting teachers’ wisdom and human sensibilities.\"}]","Promethean Summer - Professional Development Boldly Focuses on the Classics | PDF",1792072491]