Abstract: This talk uses brief clips from Chuck Jones' cartoon masterpiece "Rabbit Seasoning" to illustrate the benefits of the pedagogic techniques that scholarly engagement makes possible. Daffy has a clear learning goal for his class and prepares thoroughly, but Bugs' message is the one that the student enacts. What Daffy lacks is Bugs' independent relationship to the subject matter. I argue in this talk that scholarly activity (however remote from the course content) makes us more independent by forcing us to recognize the multiplicity of approaches to any subject and encouraging us to look beyond received orthodoxies.
Associate Professor of Comparative Humanities
"'Teacher!' 'Scholar!' - 'Rabbit Season!' 'Duck Season!'"
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