UlasanAnime.com – The concept of “required viewing” lists, particularly within educational contexts, often sparks debate. While the intention behind such lists is to foster critical thinking and establish a shared understanding, the author reflects on their own high school experiences with required reading, noting that the process wasn’t always enjoyable.
The author recalls a time when English and literature classes didn’t have formal required reading lists. Instead, there were invariably a series of texts that students had to engage with for class discussions. The purpose was to analyze these works, develop critical thinking skills, and learn to construct arguments supported by evidence. For many students, who were still discovering their reading interests, these assigned texts provided a familiar canon, often ingrained through teachers and curriculum rather than self-discovery.
The academic reading experience, as described, was not always a pleasant one. Some assignments felt mind-numbing, and the focus often shifted to simply meeting word counts rather than genuinely appreciating the material. This approach, the author suggests, could lead to unhealthy study habits, like relying on all-nighters, which is ultimately an inefficient strategy. While the thrill of meeting a deadline expressed in minutes rather than days might offer a temporary rush, and the taste of caffeine might become a necessity, these experiences don’t necessarily foster a genuine love for learning.
The author argues that the goal of required reading shouldn’t be to cultivate a liking for the material itself, but rather to make the educational experience meaningful. The value of required reading lists lies in their context within a broader educational framework. Simply making a list of enjoyable books doesn’t guarantee the desired outcome of critical engagement.
In essence, the author posits that enjoyment is not the primary objective of required viewing lists. If the titles on such a list happen to be enjoyable, that’s a bonus, but it’s not the core purpose. The act of having or not having seen or read the items on a list doesn’t inherently signify anything beyond a potential head start on a curriculum. The author uses the analogy of a band t-shirt that says “your favorite band sucks” to illustrate how implicitly or explicitly excluding certain works from a list can be perceived as a dismissive or even antagonistic stance, akin to being a “jerk.” This aspect, the author notes, is often a contributing factor to the popularity of “N-list” blog posts.
The author emphasizes that the creation of any list, especially a “required viewing” list, must be couched in a specific context. The example of high school English literature serves as a case in point. Today, such lists typically emerge from a need to establish a shared basis of understanding and communication. It’s compared to needing a passing familiarity with the Bible to engage in discussions at a seminary. Similarly, without a basic understanding of works like “Yoake Mae yori Ruriiro na” (Yoakena) or “School Days” (Nice Boat), references to boats and cabbages might fall flat. The author questions how one can effectively discuss Gundam without knowledge of its various timelines and settings, or engage in meaningful conversations about Mawapen without having seen Utena. While it’s possible to discuss these topics without prior viewing, the author suggests that the depth of understanding and engagement would be significantly diminished compared to someone who has experienced the material.
Therefore, “required viewing” lists are more accurately framed as a way to identify and connect with a community of fans who share a common cultural touchstone. The author proposes that if someone is simply looking for a list of anime to “wank off to,” whether for fans of mecha or moe, they should ask for a “wanking viewing list” or a similar designation. The author believes that as long as such a list is curated with meaning and presented in a way that this meaning is properly understood, individuals are free to create and engage with them as they see fit.
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