Literature
Review
By
Peter Burkhart
Although
Sherlock Holmes’ adventures have been read by millions and analyzed
critically by fans in thousands of articles since Arthur Conan Doyle
first introduced him in 1887, my review of the literature found very
little about using Holmes in a middle or high school setting.
My search
for relevant material went back to about 1940, but the usable material
was published from 1980 on. This indicated that Holmes has only recently
begun to be considered a subject worthy of academia.
Andrews
(2004) argues that using Holmes in the classroom is an effective way
to introduce students to observation and logic. He believes that Holmes
is a relevant character in school because he never theorizes without
facts. Instead, he bases his findings on what he and already knows.
The connection between observation and deduction has applications
across the curriculum.
Skills
that can be introduced by using Holmes, according to Andrews, are
scanning information, selecting what is relevant and discarding what
is less so, before combining findings with prior knowledge. "Only
then can {students} they form a valid opinion" (Andrews,14).
In his
article, "Sherlock Holmes Meets the 21st Century" Flack
suggested that teachers considering using a literary genre should
consider mysteries and focus on Sherlock Holmes. Flack pointed out
that there are similarities between the "behaviors of a good
detective or sleuth and those of a critical thinker and problem solver"
(Flack, 15). He says that the 21st Century will require individuals
to be able to think critically and creatively.
Holmes
demonstrates that possessing a near encyclopedic knowledge base and
being a student of all disciplines are two characteristics of critical
thinkers. "Holmes," Flack argues, "believed in learning
as a lifelong pursuit (Flack, 15)" and "brought to problem
solving the same sort of multidisciplinary, global and holistic point
of view we want today’s problem solvers to adapt" (Flack,
16).
Use
of Holmes in the classroom is supported by Alix. (1981.) She believed
Holmes should be taught as a unit because it allows "students
to see the character development and become involved in the solving
of the mysteries" (Alix, 164). She also claims that Doyle’s
stories encourage skills such as the powers of observation and remembering
details. Readers "learn that no clue, however small, can be tossed
aside" (Alix, 164). She also believed that because each story
is independent of the others, it allows teachers to teach the stories
their classes would be most interested in.
Use
of Holmes in the curriculum need not be limited to a literature class.
In "Syllabus," an article published in the "Chronicle
of Higher Education," Bradley Jones, a chemistry professor at
Wake Forest University, uses Holmes as a method of teaching analytical
reasoning to freshmen. Bradley, using experiments, first focuses on
the outcome and then concentrates on the steps leading to it. In one
of the lessons each student places a personal item in a sack, which
are then distributed. Students must try to deduce the owner of the
item that is in the sack they are given This is similar to Holmes
method of solving a mystery. He is always presented with the outcome
of a client’s problem and then proceeds to work backward to the
solution.
Mathematics
is another discipline where Sherlock Holmes can be integrated into
a curriculum. Holmes, while demonstrating great skills of observation
and logic, relies on deduction that also plays a role in mathematics.
Hunter Ballew makes this observation in his article "Sherlock
Holmes, Master Problem Solver." He concluded that "Deduction,
mathematical reasoning, and the development of cognitive strategies
are necessary components of effective problem solving (Ballew, 1994.)"
He describes how using Holmes’ methods in a mathematics classroom
will "add zest" to its study.
Ballew
described in depth Holmes’ use of insight and although Ballew
believes insight cannot be taught, he claims it does favor the "experienced
mind." "The duty of a mathematics teacher is to present
students with the necessary experience." (Ballew, 597.)
Ballew
says that when a teacher uses Holmes as an example of effective problem
solving it should be explained that theories should not be formed
too quickly. Instead, they should be formed after facts, observations
and inferences have been gathered and made.
As Kellogg
(1990) suggested a period of incubation, so does Ballew. He wants
his students to "absorb a problem into their minds. If they don’t
see a possible way to begin the solution after some time, I recommend
that they leave the problem and do something else."
Ballew
stresses the importance of gathering data and seeking patterns. He
describes a situation where Holmes tests Watson’s skill of deduction
by asking him about an old battered hat in "The Adventure of
the Blue Carbuncle." Watson, observing nothing special, is told
by Holmes, "Watson, you can see everything. You fail, however,
to reason from what you see. You are too timid in drawing your inferences."
Ballew
believes that students cannot be good problem solvers unless they
can recognize extraneous information in a problem. He quoted Holmes
who said in "The Adventure of the Reigate Squire," "It
is of the highest importance in the art of detection to be able to
recognize out of a number of facts which are incidental and which
vital. Otherwise your energy and attention must be dissipated instead
of being concentrated."
Kellogg
(1980) indicated that Holmes’ "unexcelled abilities in observation
and deduction, employed brilliantly in his criminal investigations,
can be used as a model for directing students in their learning experiences"
(Kellogg, 42). He identified and described seven factors related to
learning that he felt institutions would be interested in: deduction,
memory, perception, specialized knowledge, emotional control, incubation
periods and divergent thinking.
Fictional
material, according to Kellogg, can be a successful method for illustrating
learning processes. He said that educators frequently encounter negative
reactions when presenting students with standard curriculum material.
However, more interest "can be created with exposure to the Master
of Baker Street" (Kellogg, 44).
Linde
(1996) wrote that each of the 56 short stories follow a similar pattern
which can be used by educators as a model of teaching story structure.
In each story a problem is presented to Holmes by a client. Holmes
then demonstrates his intellectual superiority by drawing inferences
about the client. Holmes often asks a client some unexpected questions
that seem irrelevant but are proven important later. Holmes locates
important clues and hypothesizes concerning the solution and often
produces a demonstration at the conclusion when all loose ends are
tied up (Linde, 155). During this process the other characters are
unable to follow Holmes’ methods until he explains them at the
end.
A study
completed by Sugarman involving characters in young adult novels concluded
that Holmes is a popular figure easily identified with by children.
She believed this is so because Holmes is presented as a man with
the ability to "think and think well" (Sugarman, 6). She
also said, "For children and adolescents who are vulnerable to
the economic and physical strength of adults, being smarter is as
realistic and achievable goal. A vicarious but reasonable source of
power may be the appeal of these mysteries to young readers"
(Sugarman, 6).
Doyle’s
stories, according to Sugarman, contain strong plotlines and this
"enables readers to keep their attention focused and the characters
of the detective, victim and suspects are recognizable in their various
permutations" (Sugarman, 4).
Dilts,
in his book, "Strategies of Genius" believed that although
Holmes is a fictitious character, he was "the embodiment of a
thinking process that is both authentic and remarkable" (Dilts,155).
He said that through a study of the "strategies and patterns
associated with this thought process we can identify and develop useful
skills that have potentially important and powerful applications in
real life" (Dilts, 155).
Holmes
is clearly supported in the literature available. It demonstrates
that use of Holmes has many possibilities. The stories can attract
a wide variety of reading interests. There are opportunities for science
and math teachers to use it along with the obvious choice of English.
Overall Sherlock Holmes invites teachers to integrate this famous
detective’s adventures into their teaching.
BIBLIOGRAPHY:
Alix,
E.M. (1981). Why teach sherlock holmes? Journal of Reading,
25, (2). 164-165.
Atkinson,
M. (1980). Sherlock Holmes and "The red-headed league":
a symbolic paradigm for the teaching of plot. College Literature,
7, 153-157.
Ballew,
H. (1994). Sherlock holmes, master problem solver. The Mathematics
Teacher, 87, 596-601
Bishop,
R.S. (2000). Why literature. The New Advocate, 13, 73-76.
Flack,
J. (1991). Sherlock holmes meets the 21st century. Gifted Child
Today, ??, 15-21.
Kellogg,
R.L. (1980). Sherlock holmes and the educational process. Teaching
of Psychology, 7,41-44.
Linde,
G. V.D.(1996). Shaped in the image of reason :the world according
to
sherlock. Diogenes, 44, 155-166.
Noronha,
P. A, & Sheldon, S.H. (1990). Using classic mystery stories in
teaching. Academic Medicine: Journal of the Association of American
Medical Colleges, 65 (4), 234-235.
"Starter
Holmes." Times Educational Supplement 16 January 2004,
sec. T: 14.
Syllabus.
((2002, November 22). Chronicle of Higher Education, 49, p.A12
Sugarman,
S. (1995). The Mysterious Case of the Detective as Child
Hero: Sherlock Homes, Encyclopedia Brown and Nancy Drew as Role
Models? Philadelphia, PA. (ERIC Document Reproduction Service
No. ED 382935)
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