While sampling Simon Sinek’s recent book The Infinite Game, I began musing about the ways that Shakespeare intensifies the dramas of Henry V, Hamlet, and Othello by layering in life-after-death metaphysical and ethical issues that his characters face. For the sake of my reflection here, I characterize the finite game and its play with the secular dimension of life, and the infinite game of life and its play with the spiritual dimension of life. Thinking about these metaphysically and ethically has all sorts of implications for interpreting our lives and our literary readings.
High school and college English teachers frequently admonish their students to get their writing to answer the question: So what? Mere philosophy can help in coaching students to make better thesis connections in their writing. There might even be healthy motivational side-effects for teachers and students as we compose ourselves in the process.
Our school is doing a quarter block schedule that I’ve got mixed feelings about. The strangest part of the experience is having some of my seniors do their end-of-the-year graduation speeches at the end of the third quarter, which was last week. This year, I also had my juniors do a reflective speech on how their personal philosophies developed through a year of dealing with COVID. Despite the quarter block scheduling’s weird timing, I was delighted with my juniors and seniors’ content, thoughtfulness, and delivery this year. Here, I follow up with a few reflections.