education

alesnick's picture

Learning and Narrating Childhoods Retrospective: Learning from Our 360 Final Projects (Prezi format)

INTRODUCTION:  What does it mean to visit an African country with a class from a US college in order to learn?

Alice Lesnick, Term Professor of Education, Bryn Mawr College

July, 2012

360: Learning and Narrating Childhoods (Spring, 2012) was a cluster of three courses, one in Education, one in Literature, and one in Psychology.  15 Students from a broad range of majors, years, and backgrounds undertook a cross-disciplinary, cross-cultural study of child development, with a particular focus on the role of language and literacy in forming and channeling personal and group identities.  

Effects

As a process painter and collage maker, I try to come in close to the line between conscious and unconscious processes and to work gently alongside it. I stick with the physical experience of paint and paper application. I enjoy shifting among various moves, weighting – and waiting! I want in painting not to execute intention but to find and drop it as needed and as possible.

“Effects” became a collage when I needed to cover something on the canvas and find a pathway through the designs. It is made of acrylic on canvas with paper bearing laser-printed and photocopied/re-sized images. The paper is held in place by paint. “Effects” plays with being here and being gone. Putting things in order, getting hold of them, and sailing out.

This painting is currently on exhibit at Woodmere Art Museum's 71st Annual Juried Exhibition

I am currently working on a series of which Effects is a part. The series title is "Catch Me If You Can."

To see more of my work, please visit morewindows.tumblr.com.

Education is Life Itself: Evolution, Unconscious and Reflective Processes, Change

by Paul Grobstein and Alice Lesnick

Abstract

Schooling often rests uneasily on presumed dichotomies between coverage and inquiry, skill development and creativity. By drawing on the often under-recognized parallels between biological evolution and human learning, this essay argues that formal education need and ought not forego the unconscious exploratory processes of informal learning.  Rather than posit as natural the cultural story that formal schooling must prepare students to integrate with given cultures and foreknowable futures, the evolutionary perspective shows that education is better thought of as preparing students to create cultures and to change, and foster change, in relation to unknown futures. The properties that distinguish formal from informal learning -- conscious reflection and a degree of collective consensus about what constitutes knowledge at any given time – are, we argue, useful not as ends in themselves, but as tools for maximizing, sharing, and extending unconscious, evolutionary learning.  Working with them as such offers a way out of some of education’s persistent problems.  Two autobiographical case studies provide grounded examples of these evolutionary changes and indicate pathways of inquiry by which to pursue them.

colleenaryanne's picture

Trans* Task Force: DLT Training and Q-Forum

Trans* Task Force: aybala50, amorphast, S. Yeager, MC and myself

Working towards breaking the gender binary at Bryn Mawr College and helping the queer folk on campus feel more welcome and at home. 

Quick definitions for our visiting guests:

Customs week – one week before classes start, the freshman arrive on campus for a week long orientation led by the DLT

Customs group – freshman are grouped together generally by hall to create customs groups, which are led by Customs People. 

DLT – Dorm Leadership Team

This includes:

HA (Hall Advisor) – One student on every dorm hallway who is basically in charge of everything on the hall.

Customs People – 2-3 students on each hall who are in charge of helping the freshman through their first year at Bryn Mawr.

CDA (Community Diversity Assistant) – Previously one per dorm, now only six on campus. They are students who “are charged with raising awareness of diversity issues and helping their friends and neighbors talk about them.”

MC's picture

Q Forum Mark 2: CONTINUING THE CONVERSATION (UNDER CONSTRUCTION)

In tandem with Amophrast, Colleen Ryanne, aybala05, and S. Yaeger

Continuing conversations for the year

-After the revamped Q-Forum during Customs Week we will have continuing conversations periodically through the year. These conversations will be open to the entire school, not just first years. There will be three larger conversations, one in the fall and two in the spring.

 

FIRST CONVERSATION

 

Working title not yet here: what it means to be queer here and not there

How do we translate a queer space into spaces that we are less comfortable in/feel less safe in/etc.?

The first post-Customs Week Q Forum discussion, it will cover issues such as coming out, the idea of being out and all that entails, and talking with people from home/family about queer life at Bryn Mawr. This conversation will take place the week before Fall Break by hall, and will be open to anyone. There will most likely be follow up events hosted by Rainbow Alliance during Out Week (week we get back from Fall Break).

Theoretical Hosts: HA's and CDAs

 

meowwalex's picture

MTV's Missing Piece

To Begin. . .

As an avid TV junkie, I have stayed up many a night to watch re-runs of the shows “Teen Mom” and “16 & Pregnant.” I know you are probably rolling your eyes if you're not a fan of the “reality” TV phenomenon, but these shows have affected me in a way that other “reality” based shows never could. (...So understandable when thinking about their consistent lack of depth: there are not a multitude of thought-provoking conversations that follow the documentation of rainbow Jello shots and women pulling out other’s hair extensions). These shows have affected me partly because I am the product of unplanned pregnancy to a fifteen-year-old girl myself, and a subsequent adoption. I find the show to be a way to help me begin to understand what I meant to my birth mother at age fifteen, the prime time for being a devoted Frito Lay consumer and wearing exactly what the mannequin wears.

bluebox's picture

The Gender Picturebook

My final project is a picture book for adults to inform them on gender and sexuality--what they are, why they are important, and how they work together.  I made this because I have friends and family who don't really understand much of this, and I want to give them a concrete way to get informed. It is an overview of basic concepts to create a vocabulary to help readers communicate their ideas with other people who without having to define every term.

I chose to make this in book form because reading a book is a different experience from surfing websites.  Reading a book is a more personal experience because you can hold it in your hands and turn the pages yourself. On the internet, you can click hyperlinks as much as you want, but you depend on the hardware to obey you. You can change the website, delete your history, and distract yourself with a funny cat video in all of 20 seconds.  A book is different because you make a decision to sit down and read it, understand it, and absorb it.  The stories stay with you.

That being said, I chose to include several resources for readers that go more in-depth than the book because, like I said, this book is just an overview.  I included websites, a film, and a GLBT National Help line.  I chose four websites for information, and seven websites by religion because sometimes people forget that sexuality and religion are not mutually exclusive and a higher power can be tremendously helpful when dealing with issues such as these.

rayj's picture

just speak nearby our minds::final project

 [just speak nearby the borders of our minds] <-- link

This is a piece about borders. About communities. About movement and restrictions and ideologies. I wanted to interrogate how feminism is at times bounded by qualifiers, that is, to differentiate between French feminism and Third-World Feminism, and the ways in which those are both appropriate and constructed such that the result is constructed identities viewed as essential.

Among artists in the 20th and 21st century, explicit reference to prior works has become a mode of producing pieces. This may be in the form of collage or pastiche of some kind, and in video art, it is typically through found footage that these references can be made. Video Artists like Dara Birnbaum have spoken on the power of reappropriating footage, specifically, in her case, from popular media sources, but some of the logic remains in what I have done. Birnbaum wanted the agency to engage with the images being presented to her, to take ownership and subvert their meanings to create new meaning, asserting that she wanted to “talk back” to the media. Further, she asserts:

MC's picture

REWIND [UNDER CONSTRUCTION]

Space is being shaped right now! 

Looking back on some of the classes we've had I realized that I do not agree with some of the choices that we as a class either made or went along with. For this web paper I have tried to address those issues. 

----> CURRENT TIMELINE

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