Thanks Kris

"The zone of proximal influence", you really are to much. Thank you for your insight and thoughtfulness. You have a real gift of eloquence and clarity. I am off to create my own truth. - Thank you

"If one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours." -Thoreau

http://news.bbc.co.uk/2/hi/in_depth/7507802.stm - a link to a brief video celebrating the 90th birthday of Nelson Mandela.

Looking for a Universal Truth

The images for yesterday continue to resonate in my mind. It really struck me how Katrina represented the MACHINE in full operation. I am really searching for a universal truth, something that captures the value of a life lived to its greatest potential.

Inhumanity

We just finished the Katrina videos. I am so angered at the lack of humanity and compassion that was depicted in these videos. It is clear that any assumption the government is capable of, or prepared to, respond effectively in a humanitarian capacity is flawed. I don't know how, or if, we are ready to transcend issues of race, class or gender when clear evidence of these disparities play out or remain masked in our schools and society. Why does good change take so long?

Language, power and control

I was thinking today about language and how often I have heard things like, "If you get this assignment done you can go out for recreation" or "That kid doesn't belong with the general population" all have clear, institutional roots and yet there are those that think it perfectly acceptable to be speaking to children in this way. Language is such a rich and important component of what we do. So.... why wouldn't we, in every occasion and situation, maximize its potential? In the end, I think much of what we (generally speaking, not my beloved cohort friends) do in education is ultimately about power and control.

I have always been drawn to Yeats' metaphor of "lighting a fire." It emphasizes the passion for learning and curiosity that ultimately I believe we all want our students to embrace.

Hello, Mike,



I just read Corey's idea for cooking as a metaphor versus the machine. Then I read your blog about berries. Maybe you both are on to something. I definitely like the idea that the great taste leaves you longing for more. We know that the education we are providing for students today cannot be the end of their education and lifelong learning cannot be another educational slogan that is meaningless. Hopefully, if they like what we offer they will continue to go back for more.

Alicia

responding to a blog post

Hello Mike,

I don't know enough about this blogging. Some people's page is set up to receive comments about a particular posting. On yours I have to write as a brand new posting. (I have no idea how mine is set up for other people...)
Anyhow, rather than anything deep, I'm just going to send this as a trial response.

Have a nice evening.
-Corey

Machine metaphor

In response to the question, Is the machine metaphor still applicable in the 21st century? I would have to say,"yes", that is, as long as people continue to use it. While it would not be my first choice to describe our current system of education, it has validity in some contexts. Those that view students as products to be manipulated into non-descript uniformity would be perfectly happy with this metaphor. When I think of education in the 21st century, the ideal I strive for reminds me of something that Tony said this past winter term, something about berries we pick along the path of life. This seems more appropriate to me. Sometimes the berries are sweet and juicy with just the right balance to satisfy our hunger, other times they are not quite ready and require more time to ripen and should be left for the return trip. Yet other times, if you take to much, you will end up with a belly ache. Ideally, they should satisfy your immediate need and leave a delightful yearning for more.

I also wanted to comment on the group work we have been doing. It has really been an enjoyable experience for me. I find that there are many things I take for granted or assume about schools and professional practice based on my own views, beliefs and experiences. On the one hand I feel fortunate to be in the setting that I am, on the other, I am appalled to hear the stories of oppression and inequity that many have shared. More about that at a later time as I am still thinking that one through. I've got to get the kids in the tub and read a story. Undoubtedly another evening with Mike Mulligan and his Steam Shovel.

I appreciated the multiple perspectives that were shared today in our discussion of The First Idea. In hindsight having this opportunity earlier may have lead to a richer analysis of the book. I suppose that's Tim's problem at this point. As we embark on this second summer I have come to enjoy my critical friends and the safety, respect and tolerance of thoughts and ideas that we typically have for one another. I sometimes feel however, that our attempts at inclusion of multiple perspectives ultimately results in the exclusion or diminishing of the thoughts, experiences and ideas of others.

My first idea

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