Table of Contents
Chpt1……. A Single Mother’s Push
Chpt2…….Open Your Eyes
Chpt4…….Impact of high school & PUPP: Challenge Yourself
Chpt6…….The Shift (from the top to the bottom)
Chpt8…….Keep Moving Forward
Impact of High School & PUPP: Challenge yourself
When I read "History and Culture: Wrestling with the Traditions of American Education", one paragraph really stuck out to me. It read:
“Education is viewed as the equalizing agent in our society, and meritocracy is viewed as the path to achieve that end. According to this belief, anyone who works hard will fare well. However, the ideology of meritocracy has an underlying flaw. It does not take into account the prevalent inequalities in our society (35).”
January 29, 2013
Table of Contents of my Education
Seven Schools in Thirteen Years
I. School #1: My Montessori Education, All I remember is making bread...
II. School #2: My Co-ed Catholic Education, I am not catholic...
III. School #3: My Public Education: Too many kids in my class...
IV. School #4: My Experiencial Education: Taking Ownership of My Learning...
Standing up at the podium with a hundred people in front of my I opened my mouth to speak. I am the last of my class to speak to the audience. At this point 27 students have gone before me and I know I must try to keep the audience’s attention for just one more speech. I opened my mouth to speak my first speech in front of an audience. It was easy. I spoke about my love for people and for helping them. I spoke about making the world a better place and what I love to do. I finished the speech and was greeted by the first standing ovation of my class.
Thesis meeting: Jan. 25, 2013 (10:30am)
Sorry that these notes are a bit dense, but it was my only other academic event other than my other ed. class that occured between Thurs. and Tues.
Today, I went on a walk with ekthorp and sarahj to discuss what our plans would be to arrange the opening and closing for tomorrow’s ramble. On our way back we began discussing “the Lives of Animals” and I became really fixated on the part of Elizabeth’s speech where she brings up Sultan, who is starved until he can achieve his task. In doing so, he is being trained to focus and give importance to only one thing, and being asked to disregard all other possible thoughts or distractions. I had recently listened to this podcast that had reminded me of Sultan for another one of Anne’s classes (http://www.onbeing.org/program/last-quiet-places/4557) and it had a huge effect on my thinking. One of the things discussed in the podcast is how children are taught to direct their attention, to close themselves off to divergent and distracting thoughts. I began to see a connect here between the way we are conditioned to focus and the way in which Sultan was taught to abandon his instincts and focus only on one thing in order to achieve his task. I wondered about the way we teach children, and how often learning and play are intertwined. Most “play” moments actually serve as teaching moments, where children learn problem-solving skills, teambuilding skills, leadership skills. It doesn’t seem like children are ever just playing. However, I’m starting to wonder whether or not it is “ecologically literate” to teach and condition children to filter out divergent thinking.
During class, someone said that in Minecraft "like in SIMs, you are a person and you are creating a world" while trying to sum up the satisfying appeal to the game. I completely felt this as well while playing. There was something satisfying to being able to control my environment and decide my own course. This is a freedom I don't always have in everyday life because of time constraints, responsibilities, and money. These constraints don't exist in this game.
This comment also reminded me of a project my placement teacher did last year in his geometry class. The assignment was similar to a geometry assignment I've seen many times: design your dream house. The twist was that the class was to use google sketch-up, a google software used to make 3D models (when I worked in a blackbox theater, the set designer did his designs on this). Using sketch-up, the students would make a virtual 3D model of their (roofless) house, and then decorate it.
I could not get Minecraft to work on my computer. It was the most frustrating thing ever! After Mikah (my lovely roommate) started playing I wanted to play too and I spent about an hour trying to download all of these different things. Minecraft ended up not working and so I ended up watching Mikah "struggle". Mikah spend about a good 30 minutes trying to get wood as suggested in the youtube videos. We could not figure out how to get the wood until our friend Ashley came in and called her brother. Later that night, he called and told us exactly how to get wood. Rather than clicking over and over we realized we could just hold the clicker of the mouse down (duh?). Are we too old and out of touch? I felt that I was so lost in technology that I could not even get Minecraft to work on my computer. It's safe to say that Mikah and I have not played it since... If we incorporated this into the classroom, there would have to be a demo and the glitches on certain computer types would have to be figured out!
Issues in Gaming in the Classroom:
"I am disappointed in the lack of education as it is, I would rather use resources to better the improvement of reading"
"My son spends too much time playing game at home that are non-educational"
"Too many kids in the classroom" Will gaming take away from the personal attention of each child?
"How and to what extent should gaming be involved?"
"Learning and gender difference" ADD? How can we account for learning difference?
Test scores and funding ?
Positives in Gaming:
"Don't you want you kid addicted to learning"
"Could games change identity in a different way? Positive social interactions online" If a students could make decisions online maybe they could use this confidence in making decisions in the "real world" "Shouldn't parents and teachers help to determine boundaries"
I interact with people outside of the school community to learn and connect could this be more useful than gaming
I don't like school, games keep me engaged
What are the intentions behind supplying schools with the most recent technology?
Is it just tho keep it current? Comparing expectations to actual use by teachers and students?
How is (or isn't) technology incorporated in the classroom?
Who determines the effectiveness of technology? Teachers or students?
What is Clark forgetting/leaving out? Where is technology not a 1st priority in the classroom and how do our schools' models and policies promote and inhibit learning in the classroom?
How can issues of saftey in the classroom affect the ways in which tech. is neglected or misused or even perpetuate inequalities and achievement gap (safe environments achieve more than unsafe ones)?
Hey everybody, I don't really know if this has any place in this Ecological Imaginings class, but maybe if we can imagine the preservation of women to be a form of ecology, not unlike the preservation of all plant life, animal life.
I just wanted to call everyone's attention to this excellent documentary currently being shown on PBS on Mon & Tues nights at 9:00 PM. I imagine you guys have lots of time to watch films, yeah! But this is an amazing series.
"Half the Sky" about gender based violence.
Here's the link to the first & second segment:
In class, our group discussed Clark’s cyborg readings and how that played into our feelings towards the class. There was a general consensus amongst the people in our group that the Clark reading was more confusing rather than informative. The main reason I think this is, is the writing style that Clark adopts. In his writing, Clark tends to try to prove concepts by examples rather than solidifying his claims and arguments by using original research. Thus, Clark’s text seems more like a thoughtful muse, rather than a piece of writing meant to prove a certain fact.