You can find Professor Amity Reading in her vibrant office in East College, answering students’ questions, writing papers, or just enjoying her vast book collection. Dotted with various tchotchkes and an almost life size Kylo Ren cutout, Professor Reading’s office is everything an Old English Literature professor’s office should be, and many students find comfort and solace in its warm and inviting atmosphere. It is her favorite place to be on campus, as it holds not only an enviable collection of tomes but also her “most rewarding teaching moments.” The knick knacks that sit on shelves, hang on walls and lean against books all have a story behind them– each one reminiscent of a different collaboration, student, or friendship. She loves being around them because of the historical moments that they represent, making sure that both the trials and triumphs of the past are never forgotten.
Similar to the steady reminders provided by each of these objects, Professor Reading’s own pedagogical values are deeply rooted in the exploration of humanity’s diverse but interconnected histories and cultures. It is important to her that students do not get lost in presentism while encountering any subject, and rather question and critique historical beliefs to strengthen or challenge opinions. Professor Reading said, “DePauw’s liberal arts curriculum allows exposure to a broad set of ideas that facilitate learning – whether it be intentionally or unintentionally–in all kinds of spaces.” Professor Reading put emphasis on the need for curiosity in education, and how schools are destroying the enjoyment derived from learning for youth. A main learning outcome of DePauw, she states, is to make students “love learning,” and go into the world with critical and inquisitive minds.
Some of Professor Reading’s favorite courses she’s taught so far are “Reading World Literature” and her First Year Seminar – “Skepticism and Belief.” She describes the former as a sublime encounter of the history of humanity through its cultures and languages in multiple regions. The juxtaposition of starkly different texts across time periods brings out a core purpose of the Global Studies Fellows Program, of which she has been newly appointed as the First Scholar. The fundamental goals of the latter course are also represented in the new program, including posing difficult questions about knowledge rather than accepting it at face value. Unlearning colonial and established histories in order to formulate and critique new worldviews and opinions is a significant skill incorporated into both Professor Reading’s courses and the Global Studies program. Furthermore, she believes that students should approach the program with an open mind and a willingness to rewrite assumptions one may have about certain regions or cultures, as part of the concept of “systems literacy” that asserts the interconnectedness of all things.
Her upcoming sophomore level world literature course – “The Red Sea” – centers on the regions of North Africa and the Middle East, typically underrepresented in DePauw’s curriculum. Exploring the trade routes and patterns through the Red Sea creates an opportunity to investigate the relationship between Eastern and Western Christianity, of which the South acts as a sort of geographic, cultural, and political crossroads to realize the interrelatedness of all these regions and their histories. Additionally, Professor Reading aims to “destabilize the neat, often colonial categories into which we typically put ideas and narratives” in order to adopt a more global and liberal perspective of our societies. Moreover, since Global Studies focuses on modern events and topics, the professor wishes to focus on premodern content using texts from varying time periods and origins to keep the “temporal component” centered in her teaching.
Naturally, Professor Reading’s own love for learning is infectious, spilling over from her own wonderful undergraduate experience that she describes as “magical”. She “loves introducing students to DePauw'' and its innovative and unconventional ways, and being a part of their journey through the first year. All her courses at various levels offer a fresh perspective on history, breaking norms and reinventing the study of ancient texts and beliefs using engaging methods. Overall, her philosophy of enabling students to think and question for themselves rather than telling them what to think is an ideal pedagogy for the Global Studies Program, and integrates smoothly into DePauw’s larger goals for a liberal arts education.