1) "The satisfactions of manifesting oneself concretely in the world through manual competence have been known to make a man quiet and easy. They seem to relieve him of the felt need to offer chattering interpretations of himself to vindicate his worth. He can simply point: the building stands, the car now runs, the lights are on. Boasting is what a boy does, who has no real effect in the world. But craftsmanship must reckon with the infalliable judgment of reality, where one's failures or shortcomings cannot be interpreted anyway" (p.2).
2) "The eglitarian worry that has always attended tracking students into "college prep" and "vocational ed" is overlaid with another: the fear that acquiring a specific skill set means that one's life is determined. In college, by contrast, many studnets don't learn anything of particular application; college is the ticket to an open future. Craftsmanship entails learning to do one thing really well, while the ideal of the new economy is to be able to learn new things, celebrating potential rather than achievement" (p.3).
3) "You come up with animagined train of causes for manifest symptoms and judge their liklihood before tearing anything down. This imagining relies on a stock mental library, not of natural kinds or structures, like that of the surgeon, but rather the functional kinds of an internal combustion engine, their various interpretations by different manufacturers, and their proclivities for failure. You also develop a library of sounds and smells and feels" (p.4).
4) "Extraordinary human ingenuity has been used to eliminate the need for human ingenuity" -Barbra Garson (p.8).
Wednesday, November 9, 2011
We Make the Road by Walking - Ideas
Victoria Escalada
Ms. Julia van der Ryn
CLQ2142.1
9 November 2011
Ms. Julia van der Ryn
CLQ2142.1
9 November 2011
- "[The charismatic leader] discovers that in order to save the people, it is necessary that he also saves himself...the leader has to understand that he's been shaped by the mass of the people also and is not only shaping the people." (111-112)
- "I'd say if you were working with an organization and there's a choice between the goal of that organization, or the particular program they're working on, and educating people, developing people, helping them grow, helping them become able to analyze--if there's a choice, we'd sacrifice the goal of the organization for helping the people grow, because we think in the long run it's a bigger contribution." (116)
- "Education is before, is during, and is after. It's a process, a permanent process. It has to do with human existence and curiosity." (119)
- "It's impossible to organize without educating and being educated by the very process of organizing...Those who are engaged in mobilizing and organizing have to evaluate this process. In the process of evaluation, undoubtedly, there is an interpretive and necessary moment in which the leaders who are trying to mobilize and organize have to know better what they are doing. The organizers engage in critical reflection on what they did. In doing that the leaders start participating in a process in the next stage of mobilization and organization, because they change." (121)
- "Organizers who hope to educate must increase their historical and cultural sensitivity." (124)
- "My expertise is in knowing not to be an expert." (128)
Annissa Byrd
1)
Depleted from his workweek in the corporate world, the
office worker repaired to his basement workshop to putter about and tinker,
refreshing himself for the following week. As T. J. Jackson Lears writes in his
history of the Progressive era, No Place of Grace, “toward the end of the
nineteenth century, many beneficiaries of modern culture began to feel they
were its secret victims.”
office worker repaired to his basement workshop to putter about and tinker,
refreshing himself for the following week. As T. J. Jackson Lears writes in his
history of the Progressive era, No Place of Grace, “toward the end of the
nineteenth century, many beneficiaries of modern culture began to feel they
were its secret victims.”
2)
Noel’s bustling warehouse is full of
metal lathes, milling machines, and table saws, and it turns out that most of
it is from schools. EBay is awash in such equipment, also from schools. It
appears shop class is becoming a thing of the past, as educators prepare
students to become “knowledge workers.”
Noel’s bustling warehouse is full of
metal lathes, milling machines, and table saws, and it turns out that most of
it is from schools. EBay is awash in such equipment, also from schools. It
appears shop class is becoming a thing of the past, as educators prepare
students to become “knowledge workers.”
3)
George Sturt relates his experience in taking over his
family business of making wheels for carriages, in 1884, shortly before the
advent of the automobile. He had been a school teacher with literary ambitions,
but now finds himself almost overwhelmed by the cognitive demands of his new
trade.
family business of making wheels for carriages, in 1884, shortly before the
advent of the automobile. He had been a school teacher with literary ambitions,
but now finds himself almost overwhelmed by the cognitive demands of his new
trade.
4) Chapter Twenty-two: The Individual and the World
The reaction against authority in all spheres of life, and the intensity of the
struggle, against great odds, for freedom of action and inquiry, led to such an
emphasis upon personal observations and ideas as in effect to isolate mind, and
set it apart from the world to be known.
struggle, against great odds, for freedom of action and inquiry, led to such an
emphasis upon personal observations and ideas as in effect to isolate mind, and
set it apart from the world to be known.
Tuesday, November 8, 2011
“Getting Schooled” by Garret Keizer
Zehara Eckert
Quotes:
1. “Public education’s commendable aim of creating “equal opportunity for all” it too easily subverted by egregious aim of creating a clean conscience for the few” (Keizer, 36).
2. “Given my empirically based conviction that a stable home life is the single most reliable predictor of a student’s success in school, I am surprised that Republican Party, self-appointed champion of “family values,” takes no pains to press the point” (Keizer 36).
3. “Mine are “average” kids, but they are by no means stupid kids” (Keizer, 37).
4. “When a classroom teacher can somehow manage to get kids “out of school” either physically or psychologically, then school can begin” (Keizer, 38).
5. “Babies in car seats begin to appear in the hallways, life-size baby dolls as it turns out, a project for a class in parenting” (Keizer, 39).
Robin Goldschmidt
CLQ: Thinking for Change
6 November 2011
Blog 10
I chose to read the article “Getting Schooled” written by Garrett Keizer. I found it interesting when he stated that, “My point here is that even under ideal circumstances, public-school teaching is one of the hardest jobs a person can do” (34). I never envisioned public school teaching to be very difficult, as the author states. I knew there was a little preparation work to be done, but I did not know how much actually needed to be done. Being a public school teacher can be seen as one of the most important jobs, as most children attend public school and this will give them education for their life. Also, some students that attend school will be shaped by the experiences they have in school. The author also states that many philosophers have tried being teachers and have failed. He stated that, “Ludwig Wittgentstein, of modern philosophers perhaps the most sainted, served time as a school teacher” (34). The author is making it clear that being a teacher is unbelievably difficult as you need patient and be able to convince the kids to do the work necessary in school. He also makes it clear that he has a lot of respect for those who have tried to be a teacher, but not much those who have not tried. Then the aspect of pay can come into question as public school teachers do not get close to enough salary for the important job they do. The teachers are responsible for educating the youth in the country and should be rewarded accordingly. It also seems like schools have taken appropriate methods to make sure that every individual is able to learn while in school and provide the necessary assistance if they would require help as the author stated, “By far the most noticeable and happy improvement is the number of places to which students can turn for academic assistance” (35). This is an important step, so everyone can learn the basics and know enough to be able to function in society. It is also important that schools provide sufficient amount of tutors to assist the students in their tasks. Another important aspect the author mentions is that, “The school where I teach ties for the third poorest in the state. Yet its standardized-test scores are among the highest” (36). I believe this is important because it shows that money is not correlated with the high test scores. Many people try to make the point that a family’s salary will determine how a child will score on tests. However, the main issues that will determines an individual’s intelligence level is how hard they try while they are in school. This shows that hard work leads to intelligence and that income does not play a large role. So, when people argue that a school is not performing well on intelligence tests, and that they need more money, one first needs to see what the attitudes of the students are before anything else is done.
The education has several fallacies that we hope to overcome as a nation, actually that need to be overcome. The system needs to stop failing the students as it ends up with the students unable to receive an education, thus be inadequately prepared for issues in life. In every part of the nation the failings of the schools are different as the schools are looked at one main stream way instead of addressing the issues that are unique to the school and then making it more mainstream. Dreams for tomorrow are based on the fact that we know there may be something out there that can help with the current situation. Dreams are also formed as we have seen the outcomes we want in other places and now hope they can be applied to our situation. The passion and resilience is key as we want to see the changes that need to be done and they remind us that we can create a positive change. Positive change can also only occur if there is resilience to the harsh times and knowing not to go back to these poor times. I believe the best way we can inspire people is by showing what can be done. Talking about what an individual has done or what they will do does not help the situation. Also, showing very important or known issues that have gone through massive change can be very important to motivate someone towards change. The first step to equitable educational models is that the individuals in school need to be motivated to be there or else all with fail. Someone can pump as much money as they want into a school and kids with continue to fail as the kids need to be motivated. The quality can be improved after one knows that the kids will show effort while in school. Once the school has motivated kids then it can ask for money in order to supply the kids with the necessary to succeed in school.
CLQ: Thinking for Change
6 November 2011
Blog 10
I chose to read the article “Getting Schooled” written by Garrett Keizer. I found it interesting when he stated that, “My point here is that even under ideal circumstances, public-school teaching is one of the hardest jobs a person can do” (34). I never envisioned public school teaching to be very difficult, as the author states. I knew there was a little preparation work to be done, but I did not know how much actually needed to be done. Being a public school teacher can be seen as one of the most important jobs, as most children attend public school and this will give them education for their life. Also, some students that attend school will be shaped by the experiences they have in school. The author also states that many philosophers have tried being teachers and have failed. He stated that, “Ludwig Wittgentstein, of modern philosophers perhaps the most sainted, served time as a school teacher” (34). The author is making it clear that being a teacher is unbelievably difficult as you need patient and be able to convince the kids to do the work necessary in school. He also makes it clear that he has a lot of respect for those who have tried to be a teacher, but not much those who have not tried. Then the aspect of pay can come into question as public school teachers do not get close to enough salary for the important job they do. The teachers are responsible for educating the youth in the country and should be rewarded accordingly. It also seems like schools have taken appropriate methods to make sure that every individual is able to learn while in school and provide the necessary assistance if they would require help as the author stated, “By far the most noticeable and happy improvement is the number of places to which students can turn for academic assistance” (35). This is an important step, so everyone can learn the basics and know enough to be able to function in society. It is also important that schools provide sufficient amount of tutors to assist the students in their tasks. Another important aspect the author mentions is that, “The school where I teach ties for the third poorest in the state. Yet its standardized-test scores are among the highest” (36). I believe this is important because it shows that money is not correlated with the high test scores. Many people try to make the point that a family’s salary will determine how a child will score on tests. However, the main issues that will determines an individual’s intelligence level is how hard they try while they are in school. This shows that hard work leads to intelligence and that income does not play a large role. So, when people argue that a school is not performing well on intelligence tests, and that they need more money, one first needs to see what the attitudes of the students are before anything else is done.
The education has several fallacies that we hope to overcome as a nation, actually that need to be overcome. The system needs to stop failing the students as it ends up with the students unable to receive an education, thus be inadequately prepared for issues in life. In every part of the nation the failings of the schools are different as the schools are looked at one main stream way instead of addressing the issues that are unique to the school and then making it more mainstream. Dreams for tomorrow are based on the fact that we know there may be something out there that can help with the current situation. Dreams are also formed as we have seen the outcomes we want in other places and now hope they can be applied to our situation. The passion and resilience is key as we want to see the changes that need to be done and they remind us that we can create a positive change. Positive change can also only occur if there is resilience to the harsh times and knowing not to go back to these poor times. I believe the best way we can inspire people is by showing what can be done. Talking about what an individual has done or what they will do does not help the situation. Also, showing very important or known issues that have gone through massive change can be very important to motivate someone towards change. The first step to equitable educational models is that the individuals in school need to be motivated to be there or else all with fail. Someone can pump as much money as they want into a school and kids with continue to fail as the kids need to be motivated. The quality can be improved after one knows that the kids will show effort while in school. Once the school has motivated kids then it can ask for money in order to supply the kids with the necessary to succeed in school.
Monday, November 7, 2011
Peter Singer- Famine, Affluence, and Morality
A living democracy is sustained through the active participation of its citizens, through the questions and innovative responses of engaged individuals, grassroots groups, and public figures.
The existence of suffering, inequity, gross disparities between the “have’s” and the “have-not’s”, challenge the ideal of the American Dream, of “freedom and justice for all “
1. "If it is in our power to prevent something bad from happening, without thereby sacrificing anything of comparable moral importance, we ought, morally, to do it."
2. "Thus, if everyone does what he ought to do the result will not be as god if everyone did a little less than he ought to do, or if only some do all that they ought to."
3. "The charitable man may be praised, but the man who is not charitable is not condemned."
4. "Moral attitudes are shaped by the needs of society, and no doubt society needs people who will observe the rules that make social existence tolerable."
The existence of suffering, inequity, gross disparities between the “have’s” and the “have-not’s”, challenge the ideal of the American Dream, of “freedom and justice for all “
1. "If it is in our power to prevent something bad from happening, without thereby sacrificing anything of comparable moral importance, we ought, morally, to do it."
2. "Thus, if everyone does what he ought to do the result will not be as god if everyone did a little less than he ought to do, or if only some do all that they ought to."
3. "The charitable man may be praised, but the man who is not charitable is not condemned."
4. "Moral attitudes are shaped by the needs of society, and no doubt society needs people who will observe the rules that make social existence tolerable."
Thursday, November 3, 2011
Prompt for free choice read
If you choose reading other than from the list provided on moodle (this is not by any means an extensive list, so there is much else there that could be chosen), your choice needs to relate to the CLQ themes (listed below as stated in syllabus). If you choose to read something that presents a counter argument, you must be able to state and support the implications and relevance to this colloquium.
Find the quotes in your reading that relate to at least one of the themes or questions listed below. Your blog post need only contain the 4-5 quotes (from different pages in your reading) that expand your understanding or articulate an interesting perspective in relation to these themes/questions. In class, you will verbally share what you learned from these readings in connection to our Beauty in the Struggle premise, themes, questions, and activities ( I heard from Lynn that you all went into production mode and whipped out 40 T-Shirts! Sorry, I had to miss it but meetings called. . .) Be prepared to discuss which of the themes below your reading focuses on, how the quotes relate etc.:
The education system is in crisis, here and abroad. While there are places in the world without access to schools and youth who clamor for an education, in this country, the public education system is failing many youth.
A living democracy is sustained through the active participation of its citizens, through the questions and innovative responses of engaged individuals, grassroots groups, and public figures.
The expressive arts and humanities are crucial to education that challenges us to see from multiple perspectives, to confront and communicate both the differences and similarities of our shared human identity and the resulting tensions.
Imagination is a critical part of learning how to envision and participate in the creation of a better future.
The existence of suffering, inequity, gross disparities between the “have’s” and the “have-not’s”, challenge the ideal of the American Dream, of “freedom and justice for all “
Education is a vital tool in the struggle against the forces that work to oppress and suppress our collective humanity. Education is integral to democracy.
Find the quotes in your reading that relate to at least one of the themes or questions listed below. Your blog post need only contain the 4-5 quotes (from different pages in your reading) that expand your understanding or articulate an interesting perspective in relation to these themes/questions. In class, you will verbally share what you learned from these readings in connection to our Beauty in the Struggle premise, themes, questions, and activities ( I heard from Lynn that you all went into production mode and whipped out 40 T-Shirts! Sorry, I had to miss it but meetings called. . .) Be prepared to discuss which of the themes below your reading focuses on, how the quotes relate etc.:
The education system is in crisis, here and abroad. While there are places in the world without access to schools and youth who clamor for an education, in this country, the public education system is failing many youth.
A living democracy is sustained through the active participation of its citizens, through the questions and innovative responses of engaged individuals, grassroots groups, and public figures.
The expressive arts and humanities are crucial to education that challenges us to see from multiple perspectives, to confront and communicate both the differences and similarities of our shared human identity and the resulting tensions.
Imagination is a critical part of learning how to envision and participate in the creation of a better future.
The existence of suffering, inequity, gross disparities between the “have’s” and the “have-not’s”, challenge the ideal of the American Dream, of “freedom and justice for all “
Education is a vital tool in the struggle against the forces that work to oppress and suppress our collective humanity. Education is integral to democracy.
Questions: What are some challenges we face and hope to overcome? What helps us dream of a better tomorrow? How does the passion and resilience of those who inspire us remind us of our ability to create positive change? How can we inspire change using convincing and memorable visual/ verbal expressions? What is the path towards quality and equitable educational models? How can we articulate a possible route?
Subscribe to:
Posts (Atom)