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Many professors who teach Dante’s Divine Comedy, or any great text, in the general education classroom see in it an opportunity to teach their students to humble themselves before texts older and greater than students’ own personal views and experiences. However, such a stance can blind professors to the important lessons their students have to teach them about Dante, about pedagogical techniques, and about the professors themselves and their own biases. This article discusses three things my own students have taught me about reading—and teaching—Dante, and invites other professors to look for the places where their students act as the Virgil to their Dante rather than the other way around.

Three Things My Students Have Taught Me about Reading Dante