{Editorial #1} In Praise & Defense of Assigned Reading

I have heard it many a-times before (we all have): “I like reading but I hated assigned reading in school.” 

If you have ever said that in your life, I’ll give it to you: You have a point. 

But I’m here to tell everyone why assigned reading should not only be maintained but be expanded to all art.

Just to get it out of the way, I’ll acknowledge that assigned reading is poorly handled in most educational systems. Texts are presented as these foreign dusty old things to be revered instead of engaged with. I would also mix it up with the syllabi, not getting rid of essential classics like The Great Gatsby but throwing some YA and contemporary literature in there, too. This would not be an attempt of “look, reading is cool, ma dudes” (though it is, of course!), it's just a showcase of literature as the alive beast it is. Guess what? People still write! A book that will become a classic pops up from time to time, even! Great literature doesn’t cease to exist when its author does; it lives on, it changes, it gains (or loses) resonance. I would also bring some of the reading into the classroom: if you want to convince your students that reading is a worthwhile endeavor, why not devote a bit of your class time to it? Studies have shown that 10 to 30 minutes reading time at the beginning of the class with a book of the student’s choice can improve concentration, reading skills, and attitudes towards reading in general. Try it!

Of course, there are humans (like me) who did enjoy assigned reading for what it was: an opportunity to expand your horizons on literature, not necessarily needing to love a text. I'll come clean and say that I am that annoying classmate who did all her readings and more often than not knows the answer. Sorry. But this is not where I'm coming from, I swear. The fact is that most people don’t like assigned reading not only because they think the texts are boring, or because they don't like reading, but because they just don’t like to be told what to do. They don’t like to feel obligated. And they think dissecting a book they probably won’t even like is a waste of time. In which case, boo-freaking-hoo. 

Another thing I've heard a lot throughout the years: “I don’t know if I’d like this now, but I enjoyed it when I read it for class”. Huh. Maybe... Spending some time thinking about context, style, significance, symbolism, and all those other Very Boring Class Things can actually increase your appreciation of a text. Who knew picking things apart can make them fascinating, even if you do not necessarily love the text itself? Think about it! Literary (and any artistic and cultural) criticism fulfills our natural curiosity; it provides that satisfying click akin to the “I understood that reference” meme. It cultivates our spirits. Even if you intensely despise a book... doesn't it feel good to have actual ammo against it? (It's why so many people hate-read, after all.) More importantly, such activities improve our general critical thinking skills, which, if you believe Bell Hooks (and you should; she’s amazing) is a transformational tool to be confident and in charge of your own standing in this maddening social planet.

We should be exposed to more art that challenges us, but not have it thrusted over us as this monolith of KULCHUR. Rather, there should be more spaces where one can truly interact with it. For this reason, it is imperative to get rid of two core (mis)beliefs: one, that the cultural value of art is inherent and non-negociable, and that only things we enjoy easily and immediately are worthwhile, that we like what we like and that's the end of the story. We need to embrace the enjoyment as only one part of our aesthetic experience. Let us warm up to the idea that enjoyment could come after understanding, and that that's an equally valuable appreciation.

And education should play a part in that process.
And the way to do this is through (much improved) assigned reading (and watching and listening and tasting, even). 

I know my proposal today is a privilege. That enrages me. I plan to spend a good portion of my life trying to make such instances more accessible. To do so, however, we must all be convinced that this is a worthwhile undertaking. As Jamie Green says: “under capitalism, it is political to seek knowledge for its own sake, to wonder with no goal other than to learn”. Yes, learning should be connected to students’ daily life as much as possible, but it’s also fundamental for them to have the time and resources to be able to acquire knowledge that isn’t primarily utilitarian. Just fulfilling. And fun. Why not?

Once again, assigned reading can do that for all of us, if we let it.

So next time you have a class, a book club, or even a buddy read: PICK. UP. THE. BLOODY. BOOK.