Intentionally Adrift: What The Pathways Project Can Teach Us About Teaching and Learning

Recent generations of college students, brought up in a digital world of short bytes of information and nonlinear patterns of reading, often present a particular challenge to professors of text-heavy disciplines such as literature, history, and English. This essay explores recent theories of learning and the scholarship of oral tradition, especially that of John Miles Foley, in an attempt to discover how an understanding of pathways in the oWorld and eWorld can provide us with better ways to teach texts of all types.