For Each Set Of Readings Students Will Keep An Active Readin

For Each Set Of Readings Students Will Keep An Active Reading Journal

For each set of readings, students will keep an active reading journal. In it, at least 2 or 3 of the readings from the list below. This coverage should include direct quotations, the student's interpretation, and how the student connects these readings to the following: A) his or her own life, B) other people who share common backgrounds with the student, C) the student's community as a whole, and D) society at large. Journey to the east by Hermann Hesse Harriet tubman by Charles Blockson The servant as leader by Robert Greenleaf Reverence by Paul Woodruff.

Paper For Above instruction

The assignment requires students to develop an active reading journal for multiple texts, engaging deeply with the material through direct quotations, personal interpretation, and reflective connections across various levels of personal and societal context. This process involves selecting at least two or three readings from the provided list, which includes Hermann Hesse’s "Journey to the East," Charles Blockson’s "Harriet Tubman," Robert Greenleaf’s "The Servant as Leader," and Paul Woodruff’s "Reverence." The goal is to foster critical engagement by analyzing the texts and relating their themes to personal experiences, shared backgrounds, community, and society at large.

Developing such a journal encourages students to think critically about the ideas presented in each reading and how they influence or relate to their personal worldview. For instance, "Journey to the East" explores themes of spiritual journey and self-discovery, which students can relate to their own growth and understanding of life’s purpose. "Harriet Tubman" offers insights into courage, leadership, and social justice, prompting reflections on historical resilience and active citizenship. "The Servant as Leader" discusses leadership rooted in humility and service, which can be connected to students’ experiences in leadership roles or aspirations to serve others. "Reverence" emphasizes the importance of respect and humility, fostering reflections on how these values intersect with personal conduct and community life.

Throughout the journal, students will incorporate direct quotations to support their interpretations, showing close engagement with the texts. They should also write reflectively about their personal reactions and the ways these readings resonate with or challenge their existing beliefs and experiences. Additionally, the journal should connect the ideas from the texts to communities the students are part of—such as family, school, or local organizations—and then expand those connections to broader societal issues and cultural values. This comprehensive approach aims to develop students’ critical thinking, empathy, and awareness of the interconnectedness between individual perspectives and societal dynamics.

Ultimately, maintaining this active reading journal not only enhances comprehension and analytical skills but also encourages students to consider their role within larger societal contexts. By engaging critically with texts that explore leadership, reverence, social justice, and personal growth, students can cultivate a deeper understanding of ethical values and social responsibilities. This process prepares them to become reflective, empathetic individuals and responsible citizens who recognize the importance of continual personal development and community engagement.

References

• Hesse, Hermann. (1932). Journey to the East. Farrar, Straus and Giroux.
• Blockson, Charles. (2013). Harriet Tubman. Charles Blockson Collection.
• Greenleaf, Robert. (1977). The Servant as Leader. Paulist Press.
• Woodruff, Paul. (2009). Reverence: Renewing a Forgotten Virtue. Oxford University Press.
• Goleman, Daniel. (2000). Emotional intelligence and leadership. Harvard Business Review.
• Nash, R. (2010). From leadership to service: The principles of servant leadership. Leadership Quarterly.
• Bass, B. M. (1990). From transactional to transformational leadership. Organizational Dynamics.
• Woodson, Carter G. (1933). The importance of cultural heritage in education. Journal of Negro Education.
• Kohlberg, L. (1981). The philosophy of moral development. Harper & Row.
• Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership. Jossey-Bass.