Robert Morgan: 'I learned to impersonate the kind of person that talks about poetry. It comes from teaching, I think.'

I learned to impersonate the kind of person that talks about poetry. It comes from teaching, I think.

In his thought-provoking quote, Robert Morgan delves into the art of impersonation and the influence of teaching on one's ability to engage in discussions about poetry. He suggests that through teaching, he learned to adopt the persona of someone who passionately talks about poetry. This quote underscores the significance of imparting knowledge and the transformative power it holds not only for the students but for the teacher as well.On the surface, Morgan's quote seems to convey a straightforward idea - that teaching poetry has allowed him to adopt the language and demeanor of a person well-versed in the subject. Through teaching, he has learned to put on a mask, as it were, and assume the role of an individual capable of engaging in thoughtful conversations about poetry. This observation hints at the teacher's responsibility to not only convey the material but also to embody the passion and enthusiasm surrounding the subject matter.However, let us now explore an unexpected philosophical concept to elevate the discourse surrounding this quote. By delving deeper into the notion of impersonation and its connection to teaching poetry, we can consider the idea that teaching is not merely about adopting a persona but rather a transformative process that shapes the teacher's own identity.In the act of teaching, one must embody a certain level of expertise and authority in the subject matter being taught. As a result, teachers often find themselves observing and internalizing the very qualities they present to their students. They become repositories of knowledge and adopt the guise of the experienced and passionate scholar of poetry. In this context, Morgan's words take on a more profound meaning, suggesting that teaching becomes a catalyst for personal growth and self-discovery.Through the act of impersonation, teachers don a proverbial mask that separates their personal identities from their pedagogical personas. This separation allows them to become the embodiment of knowledge, adopting a role that, at times, may feel unfamiliar or even inauthentic. However, this constant endeavor to acclimatize to the role of a "poetry expert" does not diminish the sincerity or passion within; instead, it deepens their own understanding and appreciation of the craft.As teachers immerse themselves in their subject matter, they gradually evolve into the very person they initially sought to impersonate. Their passion and enthusiasm for poetry align with the knowledge they impart to their students, resulting in an amalgamation of teacher and taught. The process of impersonation, therefore, becomes a journey of self-discovery, allowing teachers to uncover hidden layers of their own identity and engage more profoundly with the subject matter they teach.In essence, Morgan's quote speaks to the symbiotic relationship between teaching and personal growth. It reveals the transformative power that teaching holds for both the students and the teacher. By adopting the persona of an individual who talks about poetry, teachers embark on a path of self-discovery, gradually becoming the very embodiment of the knowledge they share. This not only enhances their ability to communicate effectively but also deepens their own appreciation for and understanding of poetry.In conclusion, Robert Morgan's quote encapsulates the subtle complexities of teaching and the transformative power it holds. Through the act of impersonation, teachers bridge the gap between their personal identities and their pedagogical roles. The journey of adopting the persona of someone who engages in discussions about poetry becomes a transformative process that shapes their own understanding, passion, and expertise. Teaching, thus, becomes not only a means of conveying knowledge but an enriching experience that brings about personal growth and fosters a deep connection with the subject matter.