Rocks

Conceptual Framework

  • Cohen's Reading Passage:

    • Discussion around Jeffrey Jerome Cohen's book, Stone and Ecology of the Inhuman.

    • Deep Time Concept:

    • Contrast between human lifespan (~70 years) and geological time (e.g., Appalachian Mountains' formation over roughly three billion years).

    • Encourages students to engage with the material world differently by recognizing non-human scales of existence.

  • Anthropocentrism:

    • The philosophical standpoint of viewing human experience as central. Cohen urges reconsideration of this paradigm to appreciate non-human entities like stones and rocks.

Philosophical Discussion on Rocks and Their Meaning

  • Mortality in Rocks:

    • Provokes thought on whether rocks can "die" and the implications of viewing geological destruction (like mountaintop removal) as similar to death.

  • Questions on Existence:

    • Encourages understanding the distinction between destruction and killing within geological contexts, fostering broader ecological perspectives.

Cultural and Personal Connections to Geophilia

  • Definition of Geophilia:

    • Love for the earth, stones, and geographical features. Discusses how culture shapes perceptions of earth and rocks.

  • Narrative and Relationships:

    • Discusses how personal narratives around rocks can influence feelings of attachment and identity, defaulting towards a view of rocks as integral parts of one's history and culture.

Assignment Preparation Guidance

  • Final Assignment Insights:

    • The last assignment will count for 20% of the final grade; instructors will look for development and clarity in writing.

    • Students urged to write closely and provide textual evidence when formulating claims about poems read in class regarding rocks and their symbolism.

Poem Discussion and Reflection

  • Poem Focus:

    • Encourage students to consider the symbolism and imagery related to the human relationship with the earth.

    • Instructs students to think about what the poet is attempting to convey about stones and mountains.

  • Explore Emotional Connections:

    • Prompts analysis of both personal and cultural implications of rocks and stones, fostering deeper emotional connections to geographical features.

Closing Remarks

  • Next Steps:

    • Students should prepare for the Geosciences Museum visit, review their action plans for completing the SPOT survey, and read assigned poems closely before discussing them in class.