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Gnamma #5 - Some Lessons from Learning Gardens
"The Learning Gardens [ ] Slack, which has been, emergently, the "home" of the initiative, is shutting down in two months. This is a decision by me, Éd, and Morgane to encourage decentralization and distributed ownership of the idea. You could see whiffs of this coming in my earlier newsletter [ ].

The goal returns to the kernel of the initiative in the first place: encouraging people to make spaces to take on [learning] initiatives they believe in. A Slack may re-emerge, things may decentralize, circle around tools like and Twitter and Discord, one-off forums, group texts, email newsletters, IRL groups and meeting spaces. Or perhaps the whole thing will fizzle for a while until some future moment. We, the janitors, generally tried to keep our moderation and assertiveness minimal, but this represents a strong-armed push to catalyze something new.

With this change forthcoming, I'm asking myself, what have we learned over 2.5 years of Learning Gardens as a public concept?

If someone came to me today saying, "I want to start a group of people to study X together!" some of my first questions would be: Is X well-defined enough to rally a group behind it? If X is vague, is the group well-defined enough to organize? Do you have the bandwidth to deal with not only organizing "content" for the group, but also managing a social landscape or making the conditions such that it can self-manage?

Let me clarify: X here doesn't need to be a "topic." It can also be a "mode of organizing." The medium can be the message, here, and a lot of the value in Learning Gardens has been in bearing witness to a variety of organizational schemes. (But I do recommend either a well-defined topic, well-defined group of people, or well-defined structure!)

This comes as NO surprise to anyone who has run groups or shared spaces: good management takes a lot of energy. It takes either a lot of active management & conversation, or a lot of lead time to build a substrate of mutual trust such that self-management works. To keep people aligned in logistics, to keep momentum, to upkeep a value set that people connect with, to generate ideas of where to go next. If your group is one organized around discrete "events" (in-person meet-ups, skype-in conversations, workshops, publications, etc), it's important to remember that the bulk of the work happens around these things, too: in the preparation and post-facto follow-up. You, organizing, should prepare for this and think of it as a way to invite others to participate (rather than feeling like you need to take on the "extra-curricular" work by yourself).

Redundancy in information-sharing is necessary. I've learned this lesson repeatedly, given a general desire to be a bit terse in what I put up online. Oversharing is necessary to get the point across, to get people to see it twice, to get them to come back.

Online, even in a semi-closed gardens of the sort that Slack groups emerged to be, the line between "being there" and "not" is thin. We have a term for riding this line: "lurking." Lurking in its internet-native form can be quite positive. (If you "lurk" in real life spaces, you're creepy.) It allows for exploratory observations of new interests, for following along without the commitment of joining the room, for feeling a connection even when formal participation might be difficult or contentious.

Learning Gardens is about learning, however, and one thing I strongly believe is that you do not learn passively. I don't want LG to be a loose social space: there is enough of that already. I want LG to be about communities formed through action. Latent in my thoughts around the decision to retire the Slack is the desire to see people turn a lurking tendency into an organizing (or participating) one. Trust is necessary for the vulnerability and confidence that breeds effective learning experiences, and trust is easiest to build when you know who else is in the room.

Thanks to everyone who has made the Slack interesting and dynamic over these years. I am looking forward to what is next! Please drop me a line if you are in the Bay Area."
lukaswinklerprins  2019  learning  unschooling  deschooling  learninggardens  gardens  education  self-directed  self-directedlearning  mutualaid  trust  community  howwelearn  redundancy  momentum  slack  social  action  sharing  éduordurcades  morganesantos 
3 hours ago by robertogreco
Gnamma #7 - The Teacher's Imposition
"The world is full of bad teaching. And somehow we all get on with it, of course.

Still, I have found it typical that people perk up when they think of their favorite, electrifying teachers. These are people we think about for the rest of our lives, largely because they inform our interests and ways of looking at the world (ontology, value systems, networked ideas, etc) at early ages. Let's talk about teachers, and I want to be clear: everyone directs teachable moments in life (especially guardians and managers). I'm referring to people in explicitly assigned roles to teach. (This thus puts these thoughts largely outside of the realm of unschooling [ ], I think, but I do not know enough to say—would love to understand more in this realm.)

"Why Education is so Difficult And Contentious" [ ]: TL;DR because when we say education we mean indoctrination, and everybody—teacher, parent, politician, etc—has different opinions on how people should be. It's touchy to talk about forced indoctrination because it both engenders fascism and is the founding idea behind of public education. There are obviously gradients of imposition on the student. Illich supports the need for the pedagogue to connect student to resources, but not much more—a fairly "hands-off" view of the teacher by today's standards. Still, the connective moments are going to reflect the ideology of the pedagogue.

Are teachers necessary for learning? No. Learning is between the student and the world. A quippish phrase I heard a couple times working at RenArts [ ] was "you can lead a horse to water but you can't make it think." But education (structured learning with others) requires teachers, basically by definition. Teachers "lead to water" and apply social pressure to encourage partaking.

What makes for a good teacher? Well, I maintain the chief goals of structured learning are to build agency and cultivate awareness in the student (and maybe share specific skillsets). So, what kind of teacher builds agency in the student and cultivates awareness to the extent possible? Some modes of teaching quickly follow: I believe the teacher needs to support open-ended, coherent, and honest activities.

Without open-ended-ness, we lose exploratory and self-actualizing potential. Without coherence, students can get mired in lack of knowing where to start or end (but a little ambiguity isn't bad). Without honesty we lose touch with the world and how to work with our lived realities. By "honesty" here, I mean to be honest about application of material, about history of thought, and about context of the activity itself; as such, the best teaching acknowledges and works with its own context (/media) and the needs of the people in the room.

I am trying to recall where I heard the phrase that "teaching is making space." The teachers frames the room, the activities, the needs, the expectations, the discussions. In doing so, they embed indoctrination into the teaching. In the effort of honesty in the classroom, these framing decisions needs to be made explicit for the students. The effective teacher must constantly wrestle with their internalized epistemologies and ego in seeking to constantly be aware of and share their own framings of the world. (When I ran a workshop for the Free School of Architecture in Summer 2018 on alternative learning communities, I mostly brought with me a long list of questions to answer [ ] in seeking to understand how one is framing a learning space.)

This need for constant "pariefracture" (a breaking of the frame, expanding the conceptual realm, or meta-level "zooming out"—my friend D.V.'s term) in teaching gave me quite a bit of anxiety, as a teacher, until reading Parker J. Palmer's book "The Courage to Teach," in which he outlines six paradoxes of teaching. [ and OCRed below ] I like these paradoxes in themselves, but the larger concept that resonated with me was the ability to treat a paradox not as a dead end (as one does in mathematics, generally) but rather as a challenge that can be pulled out and embraced as the dynamo of an ongoing practice. Teaching never resolves: you just wake up tomorrow and give it another shot.

I think what I'm circling around, here, is how much of learning from a teacher involves inheriting their ways of looking, concurrent with the teacher's ways of looking being in constant, self-aware flux. We inherit snapshots of our teachers' worldviews, blend them together over our own substrate of grokking the world, and call it education."

[From Parker J Palmer’s “The Courage to Teach”:

“When I design a classroom session, I am aware of six paradoxical tensions that I want to build into the teaching and learning space. These six are neither prescriptive nor exhaustive. They are simply mine, offered to illustrate how the principle of paradox might contribute to pedagogical design:

1. The space should be bounded and open.
2. The space should be hospitable and "charged."
3. The space should invite the voice of the individual and the voice of the group.
4. The space should honor the "little" stories of the students and the "big" stories of the disciplines and tradition.
5. The space should support solitude and surround it with the resources of community.
6. The space should welcome both silence and speech.

I want to say a few words about what each of these paradoxes means. Then, to rescue the paradoxes and the reader from death by abstraction, I want to explore some practical ways for classroom teachers to bring these idea to life.“
lukaswinklerprins  teaching  howweteach  parkerpalmer  education  paradox  2019  indoctrination  ivanillich  exploration  boundaries  openness  hospitality  individualism  collectivism  community  silence  speech  support  solitude  disciplines  tradition  personalization  unschooling  deschooling 
3 hours ago by robertogreco
NASA Knowledge Map
NASA's knowledge sharing / KM portal.

From the page:
NASA's practitioners and organizations engage in a wide range of knowledge activities, from self-directed queries to social interactions that bring people together to share stories. The tool below serves as a springboard to enable you to find what you don't know, share what you do know, or discover something new. While some knowledge services at NASA are not accessible to everyone, this tool connects you with points of contact for further information. It is a first attempt to help people navigate the rich variety of knowledge at NASA, and it is meant to grow and adapt to meet the needs of its users.

NASA's knowledge community invites you to explore the knowledge work taking place across the agency and welcomes your feedback.
space  nasa  knowledgemanagement  tool  community  storytelling 
5 hours ago by jflorablack
High brain cancer rates among children spurred four moms to create first ever pesticide-free community in Southern California |
The efforts of four Southern Californian moms have succeeded in transforming the city of Irvine into the region's first pesticide-free community, proving that grassroots-level activism can accomplish more in protecting children from exposure to deadly toxins than relying on state and federal regulators to do so.
GMOs  news-eco  community  pesticides  children  LIF-blog 
yesterday by icresource
Did Jesus Really Want us to Eat His Body? | Edward Sri
Catholics, however, believe Jesus is uniquely present in the Eucharist. He is present in the fullest sense, making himself “wholly and entirely present.”[1] For the Eucharist is not just a symbol of Jesus or a sacred reminder of his love for us. The Eucharist, in a most profound sense, is Jesus. At the words of consecration at Mass—when the priest repeats Jesus’ words from the Last Supper, saying “This is my body…This is my blood…”—the bread and wine are changed into Christ’s body, blood, soul and divinity.
But how can this be?  Can a sliver of bread and a drop of wine really be changed into Jesus’ body and blood?  The Eucharist, after all, still looks, tastes, feels and smells like bread and wine. How could one say that it’s really Christ’s body and blood if all our senses tell us otherwise?
pol.505  philosophy  Religion  community  teaching_pol_theory 
yesterday by Jibarosoy
Jesus the Epicurean: or Why the Personal really is Political (Benjamin Wood) | Political Theology Network
Returning to the Gospels, Moore notes: ‘Jesus has much in common with Epicurus….The Gospels are full of scenes where he is eating, cooking, serving food, arranging dinner, caring for his students and enjoying the company of those at the table.’[1] Just as Epicurus found satisfaction in ‘human pleasure ‘[2]and friendship, Moore suggests that ‘[to] be a student of Jesus is to pursue the pleasures that foster human warmth and community.’[3] The historical truth of this subjective observation can be gleaned from surviving texts.
pol.505  philosophy  Religion  teaching_pol_theory  community  social 
yesterday by Jibarosoy
Hack The Box :: Penetration Testing Labs
An online platform to test and advance your skills in penetration testing and cyber security. Join today and start training in our online labs.
community  challenges  ctf  hacking  infosec  learning  penetration  security  testing  training 
yesterday by dholland

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