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(Self-Directed) Education is a Political Act | Alliance for Self-Directed Education
“With that said, I created the following diagram as a visual aid to help understand the many various SDE methods at work, how they generally are similar and different, how their sense of “freedom” is ideologically politicized, and how they are allied as trust based models in contrast with fear based counterparts in the top section of the diagram. This diagram seeks not to pigeonhole any one model into a political ideology but rather to provide a broad understanding of where each model lies on a spectrum of definitions and methodologies of “freedom” and education as a political act.

[image: “A chart showing fear based and trust based models of education"]

Since freedom is rooted and established in trust, the act of stripping away that freedom starts with fear and control. Therefore, I have simply distinguished these two overarching philosophies into “Fear Based” and “Trust Based” categories. The fear based models of education are out of scope for this article (for more on that, start with this excellent article). However, I want to briefly touch upon why “Democratic Schools” are listed under this category. Note that “Free Schools” are listed under the trust based model; while most Free Schools are also democratic, it is possible to have democratic decision-making in fear based schools (e.g. “Vote on whether we’re studying the Nile or the Pyramids first…”) This distinction is not always clear and earlier in my research caused me a lot of confusion, especially in my travels to Europe where I learned that visiting a “democratic” school did not necessarily mean I could expect the school to be self-directed as well. It is also important to note that often (but not always) this did not mean the educators there were not interested in SDE. Rather, they were often working constrained by laws that make SDE illegal in countries like Greece, Turkey and Germany. Meanwhile, in the United States the adoption of democratic education within conventional schools can also be seen in classroom meeting trends and in the work of organizations like the Institute for Democratic Education in America (IDEA).

On the “trust based” side of the diagram, most notable might be that I have placed unschooling under all three political ideologies. Unschooling is certainly the most difficult SDE methodology to pin down, since it is practiced for so many different reasons and in so many different ways. I broke it down into three general sub-groups:

- Self-Governed Unschoolers under the Libertarian label are generally those unschoolers looking for independence from institutionalization. These are families who are focused on the liberation of their learners. While they might be a part of some collective or taking classes in various places, ultimately their focus is their own freedom and learning, not the welfare of any collective or group they may temporarily be a part of.

- Decolonizing Unschoolers is best described by Zakiyya Ismail, who simply wrote, “It is about stepping out of an oppressive system and into a liberatory one.”20 For these unschoolers, this is not just about independence of one’s own learning; it is also about dismantling the oppressive system of conventional schooling in order to create an equitable world, and so, this model fits well under the Anarchism label.

- Communal Unschoolers is admittedly a term I made up for clarification and distinction in this diagram. However, this is a very real type of unschooling, a type that I run across often in my own work with unschoolers. Communal Unschoolers are families who unschool as a collective in order to make it possible to do so for each individual family. There’s a reliance on each other and a buy-in in order for each learner to be able to unschool. Therefore, this model fits best under the label of Socialism.

As for schools and centers, I’ve placed Sudbury Schools and Liberated Learners under the Libertarian umbrella. Liberated Learners are listed here for the same previously mentioned reason that Self-Governed Unschoolers are in this category. And while Sudbury Schools are communities, their standard of no adult offerings and policy of barring parent involvement align with the notion of learning based primarily on the individual’s needs. Their School Meeting and Judicial Committee structures reflect the Libertarian idea that governance is necessary but should be made as small as is necessary to maintain autonomy.

I have listed Free Schools and Summerhill on the other end of the spectrum, under the Socialist label. While individual freedom is certainly valued highly in these schools, Summerhill and Free Schools generally emphasize being a collective reliant on communal equity. In contrast to Sudbury Schools, these schools generally have communal offerings (or classes in the case of Summerhill) and often rely on parent involvement in the community (or the adult “House Parents” and older youth “Beddies” who foster a sense of “family” at Summerhill, which is a boarding school). There is a real sense that a culture needs to be developed for a healthy learning atmosphere to thrive (much like the nineteenth century SDE Swiss educational reformer Johann Pestalozzi’s premise that an “emotionally secure environment” needs to be present for “successful learning” to take place).

Judith Suissa compares Summerhill to the third category listed in the diagram, anarchism, when she writes, “What Neill was really after was an appreciation of freedom for its own sake– a far cry from the social anarchists, who viewed freedom… as an inherent aspect of creating a society based on mutual aid, socio-economic equality and cooperation.”22 From this reasoning, I have placed in the anarchistic category Agile Learning Centers, as well as the more obvious Free Skools and Modern Schools (which directly declare/d themselves anarchistic). Agile Learning Centers were a direct reaction to the Free School model, retooling and reframing Free School practices for meetings, conflict resolution, and so on. These consent driven structures and nonhierarchical systems align with anarchist ideologies. Additionally, the ALC Network’s intentional dedication to social justice and equity separate it from the other SDE models and also fall under the definition of anarchistic values.

With all of this said, it is important to remember that each individual and each center is different, and that such diagrams are only useful as a general guide to understanding the methodologies. At the same time, this comparison of SDE models to political ideologies is also an important reminder that, while one does not need to support radical politics to believe in SDE, a young person practicing Self-Directed Education will experience radical freedom and trust based ideologies, and those experiences will influence the development of their framing of the world. The same is also true of children being raised in conventional fear based environments, different as the politically ideological implications may themselves be.

Articulating these SDE model differences while holding as foundational their trust based alliance is a practice intended to establish a greater bond. With this understanding, all of us in this world of Self-Directed Education can learn more from one another. During this time period where partisanship is dividing humanity so severely, it is important to remember our similarities and to remember that all individuals, regardless of political beliefs or educational beliefs or any other beliefs that diversify humanity, all deserve to be approached with respect and kindness. I am proud to be in alliance with other members of this trust based Self-Directed Education movement, and I celebrate our many flavors and methods.”
alexanderkhost  via:derek  2020  politics  self-directed  self-directedlearning  freeschools  summerhill  sudbury  sudburyschools  education  schools  schooling  unschooling  deschooling  anarchism  anarchy  socialism  individualism  society  radicalism  children  modernschools  autonomy  mutualaid  freedom  liberation  community  communities  progressive  sfsh  lcproject  tcsnmy  libertarianism  doctrine  authority  authoritarianism  conservatism  moderatism  moderation  permissiveness  liberalism  publicschools  conventionalschools  agilelearningcenters  waldorf  waldorfschools  montessori  montessorischools  charterschools  trust  fear  parenting  schooliness  indoctrination  judithsuissa  asneill 
10 days ago by robertogreco
ZigZag ALC
“We are a transformative Agile Learning community of diverse people of all ages in Asheville, NC. We practice Self-Directed Education, empathy-based communication, consent, and liberation. Liberation means freeing ourselves and our children from oppressive systems and schoolish mindsets of perfection, conformity, compliance, and zero sum games. We grow, discover, and celebrate our kids and ourselves exactly as we are. 

Agile Learning at its core is about giving kids genuine choice about how to spend their time throughout their day, and this self-direction works best when done with intention and as part of a vibrant community. Facilitators and mentors offer classes, projects, activities, and weekly field trips based on the interests of the kids enrolled. We believe in the importance of play, nature, community, intention-setting, and trust-centered decision making. We practice power-with instead of power-over, which means that all of our needs matter, kids and grownups alike. 

We are an alternative to public/private schools for kids ages 3-13. We want to help families that never intended to pull their kids out of school, but find their kid is stressed, losing their curiosity, being bullied, etc., and needs help finding another way forward. We can help with that transition and be a resource in creating an education that is more meaningful and fun. ​

We are also a resource for unschoolers and homeschoolers already happy and comfortable with their education and just looking for another wonderful opportunity to enrich their lives.”

[via: “Unschooled Asheville: A day in the life of homeschooling's boldest movement”
https://www.citizen-times.com/story/news/local/2020/01/22/asheville-unschooling-homeschool-zig-zag-gains-popularity/4419234002/ ]
unschooling  agilelearningcenters  self-directed  self-directedlearning  education  deschooling  asheville  northcarolina  homeschool  lcproject  openstudioproject  agilelearning  learning  children 
25 days ago by robertogreco
Approaching The Elephant roams the chaotic halls of a free school
"The Teddy McArdle Free School in New Jersey doesn’t look, sound, or operate like most people’s idea of a school. There are no desks, no grades, no exams. The classes themselves are voluntary, with students urged to study what interests them most. (For many of the preteen attendees, that list includes working with power tools, making paper airplanes, and running wild through the halls.) Everything is decided upon as a group, from rules to curriculum to disciplinary measures, and the kids’ votes count as much as the adults’. All of this may sound like a recipe for disaster, but there is method to the madness: Like the more than 250 other free schools in the world, Teddy McArdle was built on a belief that education should be democratic, individual passions should be fostered, and children should have a say in their own upbringing. But there’s a big gulf separating a good idea in theory and a successful one in practice.

With Approaching The Elephant, director Amanda Rose Wilder documents the first full year at Teddy McArdle, following an inaugural class of about a dozen students and the patient instructors overseeing their veritable daylong free period. Shooting in “Academy Ratio” black-and-white, in the fly-on-the-wall observational mode of Frederick Wiseman, Wilder captures the bumps and grinds of this educational experiment—the randomly attended lessons, the conflict resolution, the vote sessions that often devolve into screaming matches. The footage, edited by Actress director Robert Greene, coheres into what feels like one long, chaotic school day. You can practically feel the pulse of grown-up veins, the fraying of last nerves.

In other words, those seeking a cogent argument in favor of the free school model won’t find it here. The filmmaking mirrors the non-interference policy of the program: In addition to employing no dates, no name tags, and no talking-head interviews, Wilder declines to include statistics, or really anything that would place Teddy McArdle in the context of other schools (beyond an opening block of text tracing the free school philosophy back to early-20th-century Barcelona). What we get instead is a portrait of the sheer difficulty in establishing a democratic organization, especially when its prospective practitioners are between 5 and 12 years old. The kids love the meetings, where they get to loudly voice their opinions, but their passion rarely seems to extend to the learning process. Part of the problem, in this case, is that most of the students come from more conventional classroom environments, and hence treat Teddy McArdle like little more than a blessed alternative—all recess, no homework. Some of them, like a young girl who hesitates to use a saw because her parents probably wouldn’t let her, seem too indoctrinated by authority to embrace the guiding principles.

“Characters” gradually emerge before Wilder’s camera, the kids revealing themselves as troublemakers or team players, suited to the program or decidedly not. But it’s an adult personality that comes into sharpest focus: Alexander Khost, the school’s founder, bristles under the pressure of monitoring (without controlling) an unruly student body; the ideals of Teddy McArdle often seem in direct conflict with the difficulty in realizing them. Does a firm belief that school should be an encouraging, not discouraging, institution outweigh the property damage some of the rowdier kids cause? How does one honor a system of absolute voting rights when the need to overrule a foolish decision presents itself? Khost believes in treating children as equals, but more often than not, he sinks to their level instead of bringing them up to his—especially late in the film, when the behavior of a delinquent student provokes this once-bullied mentor to throw a tantrum and launch an expulsion crusade. (As in the lightly fictionalized The Class, there’s the troubling suggestion that some kids will have to fail for the others to succeed.)

At one point, Khost openly admits that it will probably be two decades—enough time for these first few groups of students to grow up and enter the “real world”—before they’ll know if the Teddy McArdle methodology is a sound one. It’s hard not to wonder what a longer filming commitment, à la Hoop Dreams, might have revealed about the sustainability and value of free schools. But as a microcosmic study of democratic growing pains, Approaching The Elephant is both gripping and often dryly, shockingly hilarious. When Khost is forced to honor a call for meeting and humor debate as to whether jumping off school property is an unalienable right, the occasional absurdity of what he’s sanctioned becomes painfully clear. Wilder gets the same impression across a few minutes earlier, during a long shot of the head instructor chastising a young boy for striking him while another writes “fuck” on a chalkboard nearby… and misspells it to boot. At least one lesson gets imparted within the walls of Teddy McArdle: Get the kinks out before inviting a camera to film your venture."
aadowd  amandarosewilder  approachingtheelephant  2015  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
Approaching the Elephant | A documentary film by Amanda Rose Wilder
“Year one at the Teddy McArdle Free School in Little Falls, New Jersey, where all classes are voluntary and rules are determined by vote. Wilder is there from the beginning to end of the school year, documenting and observing founder Alexander Khost, eleven-year-old Jiovanni, seven-year-old Lucy, along with an entire indelible cast of young personalities as they form relationships, explore their surroundings and intensely debate rule violations, until it all comes to a head. APPROACHING THE ELEPHANT is a vivid portrait of unfettered childhood and human relationships.”
amandarosewilder  approachingtheelephant  2015  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
True/False Diary 1: Approaching The Elephant, Demonstration, Sacro GRA | Filmmaker Magazine
"Halfway through, it’s too early to take the overall temperature of True/False 2014 in its 11th year (my fifth attending, each year with the hotel paid; full disclosure). All smooth so far, though it’s early going, so let’s forego atmospherics at this point and jump into one of the festival’s world premieres, Approaching The Elephant. (“Thanks for everyone being here for basically the highlight of my life,” director Amanda Rose Wilder said in her introduction.) The subject is “free schools”: further left on the continuum than Montessori, and (at least as practiced by the subject school’s founder Alex Khost) an exercise in allowing children to set the educational agenda so they can discover their own identities and regard/empathize others as distinct individuals in their own valuable right.

Khost started the Teddy McArdle Free School in Little Falls, NJ in 2007. In Approaching the Elephant, the nascent institution’s first year is ruthlessly edited into initially disorienting black-and-white shards of faces, hands and bodies in close-up destructive action by festival mascot/director Robert Greene (director of big-time premiere Actress, to be covered in my next post). The film approximates the subjective chaotic world of children given the rare freedom to figure out what they want to do (namely, rage) in an ambiguously structured environment. “There’s definitely a certain amount of ‘is this really working,’” Khost concedes in a rare adults-only chat moment, but concludes it’ll take 20 years to find out.

Kids screaming all sound the same at first; it takes time for the film to unveil the ethical duel taking place between two of them. Jiovanni’s a long-haired wild child, prone to standing in the hallway and disruptively blaring a saxophone for attention. He’s dangerously close to being a bully, and regular foil Lucy doesn’t like it, though she’s not sure where the lines of permissible behavior should be drawn. At one of the school’s administrative meetings (a proto city council gathering, with points of order and votes on the issues of the day), she first voices her opposition to any school rule that would outlaw violent games, then turns around and proposes a rule that saying “stop” requires that someone else stop their negative actions.

Jiovanni’s meandering attempts at playing the piano increasingly dominate the soundtrack, drowning out others as a neat way of demonstrating how his individual presence threatens to extinguish the group project. There’s a scene where, after being chewed out for essentially being a total jerk, he sullenly refuses to admit fault. It took me straight back to third grade; for former problem kids like me, I suspect it’ll be hard not to look at Jiovanni and guiltily admire his relentless free spirit instincts. His repeated disruptions lead another child to yell at him in a meeting for taking every chance he’s given and throwing it away, a speech that’s remarkably similar to an intervention meeting or adult speech canceling a friendship with a self-destructive person.

Approaching The Elephant‘s adolescents are smarter than 80% of the regulars at my local, but intelligence won’t save them; this is a democracy in inaction. The kids do learn to have meetings and lay down the law for themselves, but it’s a victory of attrition against a charistmatic negative force. “Why are you mean?” Lucy asks. “Because I’m bored,” says Giovanni with the candor of self-aware self-destroyers who know exactly who their enablers are. The film works as a parodic demonstration of a nascent democracy, as a portrait of feckless youth, and a study in how charismatic jerks abuse their leeway; it’s a multivalent winner, all the better for its deliberate, focused confinement to one space."
vadimrizov  amandarosewilder  approachingtheelephant  2015  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
“To Film Children in Ways You Don’t Usually See on Film”: Amanda Rose Wilder on Approaching the Elephant | Filmmaker Magazine
"A gripping, obsessively watchable observation of adolescent behavior set free, first time feature filmmaker Amanda Rose Wilder’s Approaching the Elephant finds its inspiration in the inaugural semester of New Jersey’s Teddy McArdle Free School. Following co-founder Alex Khost, a wide-eyed, determined optimist who dreams of (and gets his chance to) run a not-entirely-anarchistic Free School, the film immerses itself amongst the young children experiencing a drastically unfamiliar educational environment. Neither polemical condemnation nor evidence of its success, Wilder’s camera observes the “experiment’s” highs and lows, as school rules/punishments are democratically voted on by the students.

Lovingly photographed (post-converted to black-and-white) and framed in the 4X3 aspect ratio, Approaching the Elephant opens Friday as part of IFP’s Screen Forward series. I spoke with 2013 Independent Filmmaker Lab alum Wilder about her interest in Free Schools, her favorite scene in the film, and always remaining a watchful observer.

Filmmaker: As a first time feature filmmaker, you possess a striking assuredness in your work, and one that feels well versed in documentary history. Who are some of your cinematic influences?

Wilder: I have quite a few. When it comes to filmmakers, I have to cite the Maysles, the Dardennes, Frederick Wiseman, and John Cassavetes. Other detached snippets from filmmakers, such as a camera motion in a Glauber Rocha film or a short by Jerzy Skolimowski, are also influential. There are some strange things too, like Field of Dreams and Gene Wilder in Charlie and the Chocolate Factory. I’m also inspired by poetry and short stories — specifically, for this film, by J.D. Salinger and Roald Dahl.

Filmmaker: The clarity of your images is quite invigorating. What camera did you use? What made you want to shoot in 4X3?

Wilder: The DVX100. It’s still a great camera, and I like how the 4×3 aspect ratio frames people’s bodies. Approaching the Elephant is very involved with people.

Filmmaker: The film opens by noting the history of the Free Schools movement and how they came to popularity. What was your way into the subject? Had you been wanting to observe a Free School in action? Or did The Teddy McArdle Free School specifically pique your interest?

Wilder: I’d visited Summerhill, the longest running free school, when I was ten. My dad is an elementary school teacher and wanted to see what it was like. It was an experience that stuck in my mind. Then I went to an alternative school, Marlboro College, where I switched my focus from poetry to documentary. After I graduated, my film professor, Jay Craven, a Vermont-based filmmaker and producer of Approaching the Elephant, asked if I wanted to make a film with him exploring alternative education. I said yes, and that summer I attended an education conference where I met Alex Khost, who was about to start Teddy McArdle 20 minutes from where my mom lives in New Jersey. Alex was a person I felt I wanted to follow, and I asked him if I could visit on their first day. He went back to those who were involved at the time, and they voted that I could. On the first day I met Lucy and Jiovanni, who were to become the two other main people in the film, and got the sense that this school was going to allow me to film children in ways you don’t usually see on film. I also felt strongly that, beyond any agenda, there was a story.

Filmmaker: The film features numerous seasonal activities that feel rightly commonplace at an elementary school, i.e. a garage sale, a talent show, etc. These events indicate the passing of time, the progression of a full school year. Was it always your intent to observe this “experiment” from the fall through the summer?

Wilder: Yes, while days flow together, there is a clear passage of time. It was less about executing a predetermined intent than letting my developing interests and the unfolding story guide what was filmed. Beginning on the first day of school and ending on the last made sense, story-wise.

Filmmaker: Stationed in the school’s parking lot, you employ numerous establishing shots of the school, a prominent white cross displayed on its roof. It doesn’t seep into the narrative necessarily, but your camera features consistent reminders that this is a religious institution first.

Wilder: Well, there’s humor there, that this radically alternative school was renting space from a church. It’s just one of those details you could never make up, or I couldn’t. I love the cross shots. I wouldn’t want to run too far with it, it’s great as just a visual, but you certainly could – is this a story of heaven or hell, which is which, inside the school or the world surrounding? etc. The reality is that many free schools are housed, at least at first, in churches because of the relatively low cost of rent.

Filmmaker: One particularly striking sequence features the kids in shop class, using sharp saws to cut wood and hammers to strike down nails. Your camera gets dangerously close to the action, and I cringed at the potential danger prevalent throughout. And yet you always refrain from getting involved and imposing onto their world. How quickly did the students grow comfortable with you? Did you have a large crew?

Wilder: Not at all. Recently whenever I’m at screenings, I stay until the end of this first woodworking scene you’re talking about and then leave. Honestly I am a little tickled by audiences’ gasps and exclamations. I know that at that point in the film people are hooked into the story and weighing what’s going on. At no time did I ever feel the kids were being unsafe with the woodworking tools. Mostly they were using coping saws, from which the worst you can get is a minor cut. Organized sports are probably more dangerous!

Maybe it’s something about the closeness and low angle of one of the shots in that scene that scares people. A big issue in the film is safety – a determinant that has so much to do with what children can and cannot do and how they live their lives. My acceptance at Teddy McArdle was immediate. This was a new and small group, and everyone was very open. Two factors that probably helped a lot were, 1) everyone was very engaged with what they were doing, and 2) I was a one-person crew, operating camera and sound.

Filmmaker: You often position your camera down the end of a school hallway, observing from afar the rambunctious, uninterrupted (and often unsupervised) activity of the students roaming about. The camera is the watchful eye that’s never acknowledged. Was this your intent?

Wilder: I think it’s more my personality than intent. I love to observe, to move an audience through a story by how I move the camera and then with the editing. Some filmmakers like to be in the foreground, which is fine, but that’s just a different kind of person than me.

Filmmaker: In many ways, the film is about the silent reactions of others. You continuously cut to the face of a student in the room who is not the focal point of the discussion, the most poignant example of this being one you showcase on the film’s official poster: Jiovanni stares off into the distance as his fellow classmates debate whether or not to expel him.

Wilder: Thanks! That’s a nice observation. The film focuses on three people but relies just as much, if not more so, on the watchful observations of others, on what’s going on with someone’s hands as much as their face, processing as much as talking. As the narrative barrels forward, it sort of momentarily hovers in these moments and you can feel a sort of collective thinking.

Filmmaker: Some have used Lord of the Flies as a reference when describing the film, but the film feels more like a courtroom drama, a 12 Angry Men for first time jurors learning how to mature and respect their fellow man. You watch them closely as they become frustrated with the burden of decision-making and the grayness involved in doing what’s right. What drew you to featuring these key organized meetings?

Wilder: There is a lot of woodworking and meetings in the film because I found the meat of the story there. I’ve never gotten through William Golding’s Lord of the Flies, as I find the tone so disparaging of the kids. I haven’t seen 12 Angry Men. Are there any women in it? You really can’t deny the importance of Lucy in Approaching the Elephant.

Filmmaker: Speaking of Lucy, in one scene, she takes Alex to “court” and is confused when she discovers a loophole in the rules: since Alex is the grownup, he has the final say. Lucy struggles internally with her disappointment here, as she discovers a hidden bifurcation of student and teacher lines.

Wilder: It’s my favorite scene. I love how Alex and Lucy treat each other with complete respect, and yet at the same time firmly stand by their points. When we shot this, he was 32 and Lucy was seven. For people who aren’t used to treating kids as equals, it’s quite a mind warp. Lucy is such a force.

Filmmaker: Your editor and co-producer Robert Greene has been quite vocal about recognizing the performance-based aspects of documentary subjects. With that in mind, Jiovanni emerges from this film as a troubled but fascinating character, a misguided rebel who, by the film’s conclusion, encounters an unfortunate fate at the hands of his peers. Could you speak a little bit about what his presence brings to the film?

Wilder: I felt Jiovanni’s presence the minute I met him. He is one of those magnetic and fascinating figures, up against certain challenges and who you can’t help but hope succeeds. But will he? In this way, in my mind, Jiovanni is very much a young version of Alex. And Lucy exists in a different sphere. A.S. Neill, who started Summerhill said, “A child’s wish to be an adult is a power wish.” Lucy’s approach to this wish, to be as strong as Alex (and Jiovanni) is very different than Jiovanni’s approach, who bucks the… [more]
amandarosewilder  approachingtheelephant  2015  erikluers  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
The School Where Children Can Do Whatever They Want (Pretty Much) - VICE
“Amanda Rose Wilder’s new documentary Approaching the Elephant follows a year at the Teddy McArdle Free School in suburban New Jersey, an alternative elementary school organized around the principles of self-regulation. Named for a child prodigy from a J.D. Salinger story, Teddy McArdle consists of about a dozen students, several teachers, and no mandatory classes. At first glance, the school day seems to be improvised from moment to moment, with the adults relying on suggestion and a loose parliamentary style of rule-making to channel the students’ energies around one project or another for the day, or not. The school seems to operate in a limbo between class and recess.

At the center of this activity is the school’s founder Alex Khost, an endlessly energetic and patient man in his early 30s who hated school as a child and is determined to create something better as an adult. Much of the drama revolves around two of his pupils: Jiovanni, a sensitive and creative 11-year-old boy who often becomes a disruptive and destructive presence, and Lucy, an outspoken and critical seven-year-old, who swings back and forth between being attracted to Jio and being bullied by him. In one of the film’s most memorable scenes, Lucy tells Alex, “I don’t like the things he does, but it’s boring when he’s not here,” more or less framing everyone’s relationship with Jiovanni. Can Alex’s radical vision for a new kind of school deal with a bright, charismatic kid who won’t cooperate?

A disciple of the Maysles Brothers and their Direct Cinema revolution of the 1960s, Rose Wilder found a perfect subject in the Teddy McArdle Free School for her fast-moving, observational style, which arrives free of commentary or context in a timeless black-and-white presentation. This stylistic choice feels important, because it helps release the film from the realm of current events and moves it closer to a timeless study of childhood, capturing something raw and elemental about how children are that isn’t specific to any decade. No matter your opinions on education or your personal experience of childhood, you’ll find it hard to experience Approaching the Elephant without feeling affected.

VICE: How did you come across the Teddy McArdle Free School and why did you decide to make a film there?

Amanda Rose Wilder: I started the film when I graduated from college, about eight years ago. Before that, my main interest was poetry and then I sort of transitioned over to film, and I found Direct Cinema to be sort of an interesting mirror of poetry in film. I remember watching the Maysles Brothers’ Gimme Shelter and thinking about how you can unpack that film unendingly. It’s fun to unpack in the way that a poem is fun to unpack. Meeting Alex Khost had everything to do with my interest in making a film about the school because he was so open and charming. Opening the school really mattered to Alex. He’d been bullied and hated going to school when he was young, and didn’t want his newborn son to have to go through the same experience. I was excited by the idea of people starting something new and mostly doing it on their own, and I wanted to see it unfold. The individuals at Teddy McArdle and what happened between them are really the story.

One of things I was most impressed by was how the school charges its students with running an active democracy in order to get anything done. The idea that students and teachers are equal and have the same degree of power in the school sounds simple and appealing on the surface. Over the course of the film, you begin to appreciate how heavy this responsibility is, and it’s incredible to watch children work to deal with it. It’s very different from the traditional American public-school experience, which is not very democratic at all, or only in highly mediated and controlled situations.

There is a scene where Lucy calls a meeting on Alex for harassment—actually, for not allowing her to jump off of a storage bin—for making a rule by himself instead of voting on it as a democratic community. It’s such a mind warp because both Lucy and Alex are treating each other with such respect as equals, and yet she’s seven and he’s 31. For me, the movie is about kids making real decisions for themselves. Most of the time when you see a movie where this happens, it’s not about kids in school but kids who live on the street, like the documentary Streetwise. The free school model allowed me to capture something about childhood that you aren’t often allowed to see. The tensions and fighting and bullying, which exist in all schools, but the community and joy and inspiration as well.

The way the students and teachers resolve their problems with Jiovanni, the most disruptive kid in the school, was really surprising. Having to collectively decide whether or not to expel a disruptive classmate is not a situation that most elementary schools place their students in. By the time we arrive at this scene, you have to be impressed at how proactive the Teddy McArdle kids need to be in order to maintain a school that functions at all.

There have been conflicting reactions to how the narrative of the film unfolds. Some people see the school as dissolving into chaos, and some people see the school coming together and starting to work in functional way. For me, the school was like a family at that point. Everyone really cared about Jiovanni, the student who they had to make a huge decision about whether or not to expel, who had been given months and months of second chances. I was myself expelled from high school and it was such a different experience, a one-strike-and-you’re-out kind of thing. Jiovanni himself completely understood what was happening to him.

At screenings of the film, Alex is sometimes asked what he would have done differently. While many things could have been done differently, it’s hard to really do something for the first time again, you know what I mean? Everyone has a first time, and it’s always imperfect. I like that about the film, that it shows imperfections and shows people not always acting the best. Not every documentary has to be about a perfect hero. Alex does behave heroically at times, but he’s human and he has flaws, we all do.

What’s your hope for the film? What do you hope people see and take away from it? Can it contribute to a larger conversation about education or politics or life?
I think that whenever you’re filming something, you are promoting it in some way. What I hope the movies promotes is someone like Alex trying something new, and not necessarily doing it right the first time. Giving something new a shot. I remember meeting Alex and how his face was so alive and so excited when he was talking about starting this new and different school. I would rather film someone like that than someone who’s been doing the same thing for years and looks dead. I have my own feelings about free schools, but the movie is more about childhood in general and touches on larger questions about democracy and community. Lucy and Jiovanni are examples of how a child can be scary and inspiring all at once. Kids need to make mistakes and do things wrong and cry. Just like adults do. Focusing on two people who are under ten and showing all the qualities of their personalities was important for me, showing the rawness and messiness of childhood.”
amandarosewilder  approachingtheelephant  2015  matthewcaron  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
A Filmmaker Follows Education Without Required Classes — Even Math : NPR
“”So you don’t have to do math?” asks a child early on in the documentary Approaching the Elephant. His teacher, Alex, has just explained one of the rules of the Teddy McArdle Free School, where this student and a dozen or so others (who, from the looks of it, range in age from around five to ten) are now enrolled. There are no required classes and almost no prescribed rules. Instead, kids can focus on whatever interests them and teachers and students propose and vote on rules together.

So no, nobody at Teddy McArdle has to do math if they don’t want to, a piece of news that’s heralded with cries of “yay” and “awesome.”

Approaching the Elephant documents Alex’s attempts to implement this radical teaching philosophy during Teddy McArdle’s first year of classes, which began in September 2007. Director Amanda Rose Wilder came to the school with no crew, handling camera duties solo, an approach that undoubtedly helped foster the film’s immersive feel.

At a superficial level, the film continuously flirts with chaos. Its aspect ratio is narrow and confining. For much of the movie, we’re surrounded by the cacophony of shrills, yells and arguments and the unspecified noise that inevitably ensues when you allow kids to do almost whatever they want. The camera, right in the thick of things, sticks mainly to close-ups of the teachers’ and students’ faces. Very rarely does Wilder pull back into wide shots for a breather.

And on several levels, that’s just not the kind of movie Approaching the Elephant is. It’s not a documentary that takes that wider view and hopes to enlighten us about the principles of the Free School or argue for its merits or deficiencies. As edited by Robert Greene—who also edited Listen Up Philip, directed the fantastic documentary Actress and helps give Approaching the Elephant its entrancing, tight, whirlwind rhythm—the final effect ends up closer to 2012’s Leviathan than Waiting for Superman. It’s a visceral, experiential, and absorbing viewing experience, not an educational issue doc.

That said, beneath Approaching the Elephant’s manic surface lies an elementary structure provided by its focus on two students: Lucy and Jiovanni. Lucy is outspoken and, in some ways, a model student for the free school. At one point, she goes so far as to debate Alex about whether he has the right, in the name of safety, to unilaterally forbid students to jump off a filing cabinet onto a mattress. “What you decide by yourself, I’m not going to listen to it,” Lucy says, and in the context of this school, the argument has some merit.

Jiovanni is the troublemaker—rambunctious, angry and, in many cases, a bully. He particularly enjoys tormenting Lucy, and the two repeatedly wind up in emergency conflict resolution meetings. (Everything at the school is handled democratically, so when a student feels hurt, threatened, or insulted they can call an emergency meeting where all sides present their side of the story. Later, if necessary, a jury made up of students and teachers decide whether a punishment is merited.)

Eventually, as the misconducts pile up, Alex and others wonder whether Jiovanni can handle the freedoms that the Teddy McArdle School offers. The movie’s lingering question, though, is more general. With every new fight, yelling match, and emergency meeting, the school and its pedagogical experiment seems to inch closer to implosion. You begin to imagine the kind of disaster, the kind of injury, that might shut it down completely. You begin to expect it. It’s exhausting.

It’s also brilliant. Without delivering lectures about the tenets of the free school philosophy (we enter having been told only that it originated among Spanish anarchists in the early 20th century and that there over 250 free schools in the world today), Wilder initiates us into the tensions that produce its existential crises. Having created a space where children can express themselves with nearly no restrictions, Alex and the other teachers then must try to create some structure, some habitat for learning, without imposing a system. (The movie’s mixture of order and chaos, in this sense, mirrors the school.)

Another essential component of free school philosophy is respect—Alex continuously implores the kids to treat each other like human beings. But while that extends to how Alex hopes to interact with the students as well—as one adult among others rather than as a teacher enforcing edicts—the situation at times seems to backfire, pushing everyone toward bickering and petulance.

There are times when you see the benefits of Alex’s approach. By the end of the film, many of the students, who in meetings regularly propose and debate potential rules and practices for the school, are arguing their opinions with impressive eloquence and confidence.

But there’s also a moment where Alex, frustrated by the kids’ continuous misbehavior, threatens to quit the school. “I don’t like being around people who are mean to other people,” he tells the students. That makes you wonder whether teaching elementary school is really for him. It also highlights how, at least in the vision offered by Approaching the Elephant, Teddy McArdle seems persistently embroiled in conflicts.

Alex and other teachers offer a number of reasons for this frustration: that the kids, unaccustomed to their freedom, are taking advantage of it until they become bored (one person calls it the “gangster phase” of the school’s development); that the school needs a few years before its merits will be evident; that, because it’s an alternative school, the school attracts not just children who might benefit from its approach but also those who haven’t succeeded in other settings and are looking for any other option.

Wilder never declares which of these might be most true. She in fact shot two years of footage at Teddy McArdle, staying on until the school shut down in 2009, but her decision to focus only on the inaugural year was astute. It not only focuses the film, but also leaves us absorbed in the primal battle we’ve witnessed between well-intentioned philosophy and human nature. There’s no closure or natural victor. Only Alex talking about the changes he hopes to make in the school’s second year and the thought, in the back of our heads, that at no point in the movie did we see any of the kids doing math.”
amandarosewilder  approachingtheelephant  2015  tomashachard  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
Getting Real With The Director of Must-See Documentary ‘Approaching the Elephant’ | BlackBook
“Imagine the scene of a group of precocious schoolchildren having a democratic meeting about who has the right to a piece of wood—each as expressive in their righteous anger or inquisitive silence, while patiently awaiting the final verdict—and you’ll begin to understand the allure of Approaching the Elephant, one of the finest American documentaries in recent memory. The feature debut by Amanda Rose Wilder depicts the inaugural year of the Teddy McArdle Free School in New Jersey, where director Alex Khost and his colleagues teach art history, woodworking, a variety of instruments, and whatever else the kids decide they want to do that day. It’s a bustling, genuinely curious portrait of communal education that seems incredibly generous, exciting, and even a little scary all at once.

Elephant is reminiscent of the films of Frederick Wiseman and the Maysles Brothers, which observe American institutions with patience and a deep faith in their subjects that feels wholly unburdened by commercial concerns. We’re never told how to watch these incredibly engaging children, much as they occasionally develop Brat Pack-esque roles and behaviors. A vague love story develops between fiery blonde Lucy and surly Jiovanni, who roughly function as protagonists under Wilder’s solitary roving camera—until Khost, the viewer and their fellow classmates are forced to accept that not all children thrive under these circumstances.

Shot nearly eight years ago, converted to black-and-white and pieced together by reliably efficient editor Robert Greene (Actress, Listen Up Philip), the film finally opens today for a weeklong run at the IFP Media Center in DUMBO. I had the pleasure of speaking with Ms. Wilder about the origins and inspiration behind the film, and how the subjects responded to it many years later.

How did you first conceive or become involved with this project?

My dad is an elementary school teacher and was always interested in more progressive, unconventional models. He took me once to visit Summerhill, which is the longest-running and most famous free school in the UK. That was my first interaction with free schools, and it was a memorable experience—but he wanted to know if I wanted to enroll there, and it was way out over the ocean. I didn’t really get it at the time, that school could be riding horses all day.

Then he moved with my stepmom to Missouri, and I went on my own volition to a prep school in Connecticut. I had a bad experience in boarding school and didn’t really understand what prep culture was. Ultimately, I think bad experiences are good for you, but I kind of went the opposite way in college. I went to Marlboro in Vermont, which is more progressive—you design the last two years of your education and plan a concentration, which is more like a graduate program than a B.A. That’s where I switched over from poetry to documentary, and my thesis was on “the documentary poem”.

That’s when I became obsessed with the Maysles brothers, and the idea of observational filmmaking as this art, or poetry. And then my film professor, Jay Craven, a filmmaker who makes films about regional Vermont stories, asked if I wanted to make a movie with him exploring progressive education in some way. He raised some money for that and then asked if I wanted to go to this alternative education conference called Aero, and so after I graduated I went there and did all these interviews, and one of those people that I just met on the street was Alex [Khost], who was just about to start Teddy McArdle. It was going to be 20 minutes from where my mom was living, and I was sort of in transition, so I decided to shack up with my mom and basically film there the whole year. I shot about 178 hours the first year, and then 40 or 50 hours the year afterward.

Was your aesthetic for this film inspired by any particular films or filmmakers?

The Maysles were my first real film influence. When I saw Gimme Shelter for the first time, I watched it straight through again a second time, and just recognized something in it that I thought—that’s the kind of film I want to to make. I guess to me, direct cinema is related in a lot of ways to poetry, in that it’s about so many things—it’s so fun to unpack a film.

Richard Brody wrote a capsule review [in the New Yorker] that sort of criticized the fact that I wasn’t a presence in the film. It had me thinking a lot about being a presence, and obviously there’s a strong tradition in direct cinema of not really being present. People talk to you, and you kind of cut that out. But what I always liked about the Maysles’ films is that the filmmaker is…not in the foreground, but very much present. So much is [about] the eye of the camera and also the editor, which is how it was for this film as well. Robert Greene realized that I’m much more of a shooter, and that I needed someone who complements my talents with other necessary ones.

I was able to shoot a second camera with Albert Maysles and edit that material, to watch his footage and mine side-by-side, which was definitely a learning experience. Sean [Price] Williams, the cinematographer, who was also working with the Maysles at the time—I would go see films with him, and that’s how I originally met Robert, outside of Anthology Film Archives years and years ago.

There was some narrative influence as well. Le Fils by the Dardenne brothers is also very much about woodworking and a man-boy relationship and the idea of a naturalistic narrative, which breaks from the direct cinema form a little bit.

It reminded me a bit of Allan King’s Warrendale, in terms of the proximity you had to these kids, and with caregivers trying to contain the emotions of so many different troubled children all at once.

Yeah, there’s that whole alternative community. And you’re just constantly back and forth in Warrendale, whether their methods are horrible or their methods are working—which I think is a good place to put a viewer in.

During that scene where they hold a meeting to discuss Lucy’s harassment, I noticed how you were able to maneuver around the room to focus on each of the participants, while also getting that great insert of Olivia playing with Alex’s keys. These moments never feel hurried or strained. Was your filmmaking mostly intuitive, or did you have a game plan when dealing with these group sequences?

I think there were a lot of elements of Teddy McArdle that helped make it a consistent place for observational filmmaking—one being that it was really limited to one space. A lot of the movie takes place in maybe three rooms, and there were always a lot of people sitting around talking, so it was very easy to just be behind people. And I was there on the first day of school, so I think that helped. I think being there from the outset really helped people [get used to it], and that it was just me.

I think it was mostly working instinctually. I would get there and I would pick up on a conversation across the room, and I would go over and listen…I was always trying to find scenes, or shots that I felt captured me. Then there were scenes that I knew were going to happen, or there was a little bit more preconceived thinking, and that was one of those scenes. Alex knew that I was interested in filming that scene [once the hearing was called], and he approached me and said, why don’t we do this one now.

Another example is the scene at the end where they decide what to do with Jiovanni ultimately. I guess I sort of gathered in my head who I would want to focus on, and just remind myself not to get too distracted and bounce around a whole lot.

That was one thing I always noticed about Al Maysles was how patient he would be [with his subjects]. The best cinematographers always sort of inspire you. I remember watching this Glauber Rocha movie, where during a sewer scene, there was a shot I really liked where the camera just sort of moved forward into people talking. And in the sewer scene [in Approaching the Elephant] where Lucy’s talking into Olivia’s ear, I just moved in and picked up that shot. I decided to re-enact it in that moment.

I was also curious what the “inappropriate movies” were that Jiovanni was cited for watching at his hearing at the end.

That’s a good question! I can’t actually answer that. I don’t think it was sexual in nature. I think it was more like there was a rule for younger kids, like 5 years old who were more scared by violent things, and he just wasn’t respecting those rules.

Have any of the kids seen the film? It would be fascinating if you did a kind of Chronicle of a Summer-style screening for all of them together, and filming their reactions.

They’re all 16 to 17 years old now, and we had a screening for people in the film about a month before it premiered at True/False last year. Jiovanni flew up from Florida, where I am now, and he stayed with us in Brooklyn a few days ahead of screening the movie at Lucy’s house. That was neat, and I did really want to film at that time, because we had Alex and Jiovanni—who’s taller than Alex now!—and he works at the Indy 500 racetrack. But I did feel like it was important to have some time with him without filming, and to get to know each other better, since in a way I didn’t really get to know him as a person without the camera in hand.

Alex and I talk about what an interesting film it would have been to have made about the last year of our lives together. We’ve done all the Q&As together, in Copenhagen, Italy, elsewhere. I’ve definitely heard all the people’s impressions of the movie, which are so varied.

But most [of the participants] have seen it, and I think everyone likes it, thinks it’s a good or great film. Lucy loves it, I think, though she says she remembers she had more fun, and wished I had included more fun moments.

It looked like she was having fun to me!

She really did seek out attention from the boys, which was fun a lot of the time, and then it crossed the line. She… [more]
amandarosewilder  approachingtheelephant  2015  micahgottlieb  teddymcardlefreeschools  summerhill  freeschools  democraticschools  alexkhost  film  documentary  education  unschooling  schools  schooling  children 
6 weeks ago by robertogreco
Darren O'Donnell Interview - YouTube
"This interview is a part of "Collaborating with Kids"

An online seminar with 5 artists/groups and their young collaborators. We have interviewed artists, children and young people about projects created in collaborations. What were the intentions? The expectations? What can children teach adults? Are adults and children different species? How? Or why not? What was good about the collaborations?

Recorded in Berlin 23 April 2019"
darreno’donnell  children  collaboration  openstudioproject  lcproject  2019  urban  urbanism  art  glvo  cities  maps  mapping  games  play  participatory  participation 
12 weeks ago by robertogreco
Raising your kids in the city? Here’s why it’s the best. - Vox
"America’s major cities are turning into playgrounds for childless professionals. It shouldn’t have to be this way."
matthewyglesias  2019  urban  urbanism  parenting  children  cities  us 
september 2019 by robertogreco
/text: A Good Education
"Laws which harm parents for not forcing their children to attend school share a premise. The premise is that making children spend most of their waking hours navigating a numbers-driven bureaucracy will make them competent adults. These laws also beg a shared question: they imply (without evidence) that these bureaucratic skills are good, because living to serve bureaucracies is good.

I’m saying systems of education are miserable. In order to see and avoid this misery, we need only believe the promise of a liberal education: by understanding the workings of the world, you understand yourself. The converse—that by understanding yourself, you understand the workings of the world—is also true.

As a kid I retreated from boredom and social pains by reading. For twenty years, I’ve read books at least a few hours per week. After reading and writing independently for over a decade, I attended a small school in which people habitually read, discussed, and wrote about books. After these experiences, I believe the most reliable method of educating yourself is to regularly read books and talk about them with others. To concentrate and clarify these efforts, it’s good to get in the habit of writing down your thoughts. In conversations and in your writing, communicate as precisely as you can. Finally: you must not to be forced to do any of this.

A person can lift weights in a gym in order to move more capably outside—in a more complex, unpredictable, and exciting environment. In a similar way, one can regularly visit the place created by reading a story, having a conversation, or constructing an argument. What does visiting that place produce? A self-driven education with a small community makes you more capable of social care and political decision-making. If systematized schools make obedient citizens (consumers), a curiosity driven education makes people full. In this fullness—a private, powerful feeling—a person is ready to act and judge according to their chosen ethical commitments. A self-educated person prefigures a free person.

To learn, you don’t need to read books: learning is constant, physical. A peasant farmer without access to written knowledge will be deeply knowledgeable about what is at stake for his living. Yet some skills and habits enrich a person’s understanding of their behavior, as well as their ability to sense and appreciate what’s in front of them—two capacities useful in every situation. This enrichment is optional. In fact, it’s often harmful (think of Simone Weil, motivated by reading, working in an automobile factory to better to better understand—to better feel—the living of the working class). Every good education is a risk, because wholeness is a risk. Industrialized culture abrades people, and undoing these abrasions makes one a threat to the continuing function of cultural machines.

Some encouragement to feel whole:

Books

Read mostly books. They’re burdensome for their authors, demanding more skin in the game. (If you can tell a text was written for money, don’t read it.) If a book has been in print in various forms for hundreds or thousands of years, it’s likely to stay in print just as long; this can be a criterion for what texts you prioritize. Canonical books needn’t be “Great Books”, but they are influential books; they account for much of the society we’re sitting in. And don’t trust critics: influential books are necessarily weirder and more nuanced than they’re represented to be.



Conversations

Conversations are not arguments, though are made of them (and jokes). A good conversation is surprising and helpful for all its participants; don’t leave anybody behind. The most useful move in a conversation is called “the principle of charity”: summarizing someone’s argument, checking with them to make sure you’re being fair. Ideally, you help them make the best possible version of their argument, and then argue otherwise. Ignore claims that what you’re reading is “just” this or “just” that; not one thing is just one thing. A rule of thumb: if you’ve worked together to ask good questions, you’ll have learned something.



Reading

Read what you want to read, not what you should. Though frustration—challenge—is necessary to becoming better. Rereading a book is extremely useful; reading slowly is extremely useful. If you love a book written first in another language, read multiple translations. In general, try to see how a book’s parts connect, using as many parts as possible. Reading aloud is good (for most of history, people automatically spoke the words they read). Finally, quantities—of books and pages read; of points refuted; of authors collected on your bookshelf—don’t mean shit.



Ethics

It’s useful to understand arguments which piss you off and disgust you; understand, then moralize. No life is lesser because they haven’t read what you’ve read. Plus, if you can’t teach it, you probably don’t understand it. If reading about a topic doesn’t seem helpful enough, the quickest and most thrilling way to learn about something is to make it. (If you want to learn about a plant, grow it; if you want to know how a sonnet works, write one; if you want to learn about labor struggles, join in.) Though remember that many people don’t have the means to experiment this; most who self-educate are among the lucky. Do not think less of the unlucky. In fact, wholeness comes with thinking more of the unlucky—since the lucky have deprived them of the power to cultivate their own luck, and this deprivation has defined much of society. Think, too, of the silent.



Why?

Existence is testimony. Make time to listen.



Tools

Library cards are still free; libraries still loan out books; many libraries have computers with internet access; Wikipedia and most .pdf’s are light on data plans. If you can’t afford it, find a way. Asking for help is beautiful."
kenbauman  2018  education  unschooling  learning  howwelearn  libraries  wikipedia  tools  existence  testimony  listening  society  children  parenting  schools  schooling  compulsory  bureaucracy  reading  writing  self-directed  self-directedlearning  self-education  books  howweread  howwewrite  conversation  ethics 
september 2019 by robertogreco
How White Kids See Race | JSTOR Daily
"Children “who privately expressed direct hatred for Negroes, implanted the seeds of exclusion in the peer group,” they write. “Through facial gestures, giggling, verbal grimaces, and spoken orders…they were able to move the actual group decision in their favor.” Though open-minded kids were able to sway group opinion, too, the children still voted to exclude black children in private.

Overall, the children were aware of skin color, preferred white children to black children, excluded black kids from their clubs, and experienced significant peer influence.

The researchers ended with a plea for educational intervention. “The responsibility of elementary school educators to deal with the issue of race relations can no longer be ignored,” they wrote. They emphasized that peer groups play a critical role in racial consciousness and, ultimately, discrimination and social attitudes."
children  race  racism  history  2019  1964  behavior  discrimination  influence 
september 2019 by robertogreco
the conscious kid
“The Conscious Kid is an education, research and policy organization dedicated to reducing bias and promoting positive identity development in youth. We partner with organizations, children’s museums, schools, and families across the country to promote access to children’s books centering underrepresented and oppressed groups.”

[See also:
https://www.instagram.com/theconsciouskid/
https://twitter.com/consciouskidlib
https://medium.com/@katieishizukastephens ]
diversity  parenting  teaching  books  children  identity  policy  curriculum 
august 2019 by robertogreco
Kalabash School of Music and Arts
“Kalabash School of Music and the Arts is located in the beautiful seaside community of Bird Rock, La Jolla. We offer a variety of private and group classes in music and art to both local residents and throughout  the city of San Diego. Whether you or your child is interested in learning piano or painting, drums or drawing, we have the right program for you.  Please explore our site to learn more about our lessons and events.

MUSIC LESSONS
Kalabash’s core programs consists of group and private music classes for all age groups. We take a student first approach to learn about interests and passion before structuring a lesson.

ART CLASSES
The Kalabash Art studio offers group classes in a variety of art disciplines. From comic books to painting, drawing and mixed media, our art classes appeal to a wide range of interests.

COMMUNITY EVENTS
We love our community and offer regular events to include not only students, but family, friends and teachers. Student recitals, open mic nights and concerts are all offered.”

[See also:
https://www.instagram.com/wearekalabash/
https://vimeo.com/user96869411 ]

[via: https://www.instagram.com/laurienasica/ ]
sandiego  lajolla  art  children  music  education  birdrock 
august 2019 by robertogreco
Why Katamari Damacy's Creator Left Japan
"On March 18, 2004, Katamari Damacy was released on the PlayStation 2. The game was unlike anything else, and a sequel soon followed a year later. In 2009, Katamari’s creator Keita Takahashi released Noby Noby Boy. A year later, he left Bandai Namco and shortly after that, Japan as well.

I’d always wondered why Takahashi up and left Japan, moving first to Canada and then to the United States. As someone who left his own home country to live abroad, I could understand the desire to reside elsewhere. But why would the man behind one of the most important Japanese games of the 21st century leave the Japanese game industry? (CORRECTION 2:55 pm ET: The previous sentence originally said 20th century. Sadly, Katamari did not exist back then.)

During this year’s BitSummit in Kyoto, I asked Takahashi about his decision and about his experiences as an expat. Even though Takahashi speaks quite good English, he and I conversed in Japanese. Takahashi’s manner was relaxed. His sense of humor was dry and refreshingly blunt. Below are excerpts from that conversation.

“After I left Namco, I got an offer in Vancouver, asking if I wanted to work on an online game called Glitch,” Takahashi said. “I thought there was no reason for me not to go.”

Glitch was a 2D browser game that was launched on September 27, 2011, but shuttered a year later in December 2012. According to Takahashi, the game’s developer, Tiny Speck, started focusing more on a real-time collaboration platform that would ultimately become Slack. Tiny Speck has since been renamed Slack Technologies.

Didn’t you think of getting on the Slack team?

“There’d be nothing for me to do, right?,” Takahashi laughed, “I’m a game designer.”



With the project over, Takahashi decided not to return to Japan, but instead move to the US and began work on Wattam. It is slated for release on the PS4 this year.

When you move to a different country, your ideas of what’s typical, standard or even normal are challenged on a regular basis. It’s not just the food or the language, but the deeper you go into a culture, further differences await that strike at the core of your newfound home.

Now living in San Fransisco, Takahashi mentioned how his son goes to the local school. The experience is not only new for his son, but also for Takahashi. It’s a grade school experience that is vastly different from the one Takahashi had as a child: Kids in America doesn’t carry randoseru like in Japan and aren’t required to learn specific kanji characters each year.

Of course, the United States is different, but with another frame of reference for comparison, those variations are fascinating. And Takahashi seems to enjoy the gaps that exist between the two cultures as well as the universality that joins us all as humans.

“I often wonder why America and Japan were so different,” Takahashi said. “Why are they so different? They are different.”

“Take the YouTube clips of the Kingdom Hearts III reveal,” he continued. “I don’t know if they’re staged or not, but the reactions among Americans are so happy. There is really isn’t anything quite like that in Japan—maybe, just one percent of the reactions in Japan was like that.”

“Americans have much more confidence than Japanese people do. I always wonder where that comes from.”

It’s a mystery, I said.

“I don’t know if this is good or bad, but Japanese people seem to lack self-confidence or are worried about what others think,” said Takahashi.

Of course, I said, Japanese people have confidence in themselves, but they just don’t show that to others.

“I think so, too,” he said. “I guess it’s the differences in the cultures. In America, the teachers don’t get mad, unless the kid is really bad. They praise the children to help them develop. They have so much respect for each individual child. So I think this kind of education has a big impact on society.”



These differences manifest themselves in how people live and work.

“In America and Canada, people really put a clear separation between their work lives and their private lives.”

People in Japan say they often feel compelled to be at the office, even when their work is done to keep up the appearance of work.

“The amount of hours people work in the game industry in Japan and the US is totally different. Of course, the hours are longer in Japan.”

When Takahashi was at Namco, he said he was always working, even during the New Year’s holidays, when the entire country is on vacation.

That’s no good, I said.

“No good at all.”

When did you leave Namco?

“When I made Katamari, I was able to go abroad and everyone liked the game, and I was shown all these games that people made. I could really feel their passion, which I did not feel at all from the people at Namco.”

A passion for game creation?

“Right. They love games and so they make them. So, why do I have to make games for these Namco folks who thinking about money? It was a waste of time. The world is so big. I thought I could make different games. That was the biggest reason.”

So, I guess Namco thinks more about games as product?

“When they merged with Bandai...” The two companies merged in 2006, with Bandai bringing a whole host of IP licenses, like Gundam.

And then, was there less creativity?

“Yeah, and there was internal politics, too. It was all a pain to deal with.”

After all these years outside Japan, I asked Takahashi if he ever planned to return to Japan.

“If I returned to Japan, I don’t think I’d be able to find work.”

Wait. What? No. The guy created Katamari Damacy. Surely he could get a job at a Japanese game company.

Takahashi isn’t convinced. “There would be nowhere I could get work, right? Where could I get a job if I returned to Japan?”

Anywhere, I said. He could work in design, art and a whole variety of fields.

“I don’t think it would be possible,” Takahashi said.

You really should have more self-confidence!

“I don’t have any,” Takahashi replied with a laugh. “I think I’m someone who sticks out from the herd, I have a distinct style and I make games that reflect that. So the moment I quit Namco, I thought I wouldn’t be able to work for a big company in Japan again.”

The decision to leave Bandai Namco was brave but leaving Japan was even more courageous. It’s hard leaving your home country, working in a new environment, navigating a different language and culture. But doing so leads to self-reflection about oneself. Your outlook expands, you learn and you grow. Hopefully. But it can be an uneasy decision to take that big first step.

I asked him if he was worried when he quit Namco.

“Yeah...”

About how it would turn out? I asked.

“I was unsure,” he said. “but I knew that the only option I had was to continue moving forward.” And to do that, he had no choice but to leave."
keitatakahashi  japan  us  sanfrancisco  2019  culture  creativity  imagination  schools  education  confidence  children  parenting  society  canada  work  namco  videogames  katamaridamacy  bandai 
july 2019 by robertogreco
Search Results for “ Toxic Philanthropy” – Wrench in the Gears
[from “A Skeptical Parent’s Thoughts on Digital Curriculum” (via comments here: https://larrycuban.wordpress.com/2019/07/08/goodbye-altschool-hello-altitude-learning/ )

“Toxic Philanthropy Part Three: The Silicon Valley Community Foundation”
https://wrenchinthegears.com/2019/01/04/toxic-philanthropy-part-three-the-silicon-valley-community-foundation/

“Toxic Philanthropy Part 2: Hewlett Packard Re-Engineers the Social Sector”
https://wrenchinthegears.com/2018/11/25/toxic-philanthropy-part-2-hewlett-packard-re-engineers-the-social-sector/

“Toxic Philanthropy Part 1: Surveillance”
https://wrenchinthegears.com/2018/11/18/toxic-philanthropy-part-1-surveillance/

“Philanthropy’s lesser known weapons: PRIs, MRIs and DAFs”
https://wrenchinthegears.com/2019/01/04/philanthropys-lesser-known-weapons-pris-mris-and-dafs/

“Hewlett Packard And The Pitfalls Of “Deeper Learning” In An Internet Of Things World”
https://wrenchinthegears.com/2019/07/07/hewlett-packard-and-the-pitfalls-of-deeper-learning-in-an-internet-of-things-world/

“Pay for Success Finance Preys Upon The Poor: Presentation at Left Forum 6/29/19”
https://wrenchinthegears.com/2019/06/26/pay-for-success-finance-preys-upon-the-poor-presentation-at-left-forum-6-29-19/

“Alice & Automated Poverty Management”
https://wrenchinthegears.com/2019/06/19/alice-automated-poverty-management/

“What About Alice? The United Way, Collective Impact & Libertarian “Charity””
https://wrenchinthegears.com/2019/06/09/what-about-alice-the-united-way-collective-impact-libertarian-charity/

“Home Visit Legislation: A Sales Pitch For Family Surveillance?”
https://wrenchinthegears.com/2019/02/17/home-visit-legislation-a-sales-pitch-for-family-surveillance/

“Stanley Druckenmiller and Paul Tudor Jones: The Billionaire Networks Behind Harlem’s Human Capital Lab”
https://wrenchinthegears.com/2019/01/26/stanley-druckenmiller-and-paul-tudor-jones-the-billionaire-networks-behind-harlems-human-capital-lab/

“Charter, Public Health, and Catholic Charity Interests Help Launch “Disruptive” Pay for Success Program”
https://wrenchinthegears.com/2019/01/04/charter-public-health-and-catholic-charity-interests-help-launch-disruptive-pay-for-success-program/

“When “Community Foundations” Go Global (Or Coastal)”
https://wrenchinthegears.com/2019/01/04/when-community-foundations-go-global-or-coastal/

“To Serve Man: It’s A Cookbook!”
https://wrenchinthegears.com/2019/01/04/to-serve-man-its-a-cookbook/

“Silicon Valley’s Social Impact Deal Maker”
https://wrenchinthegears.com/2019/01/04/silicon-valleys-social-impact-deal-maker/

“New Governors Pritzker and Newsom Set Up For Their ReadyNation Gold Rush”
https://wrenchinthegears.com/2018/11/11/readynation-pritzker-and-newsom-get-ready-for-the-next-gold-rush/

“Too big to map, but I tried.”
https://wrenchinthegears.com/2018/03/18/too-big-to-map-but-i-tried/

“Who Is Pulling The Muppet Strings?”
https://wrenchinthegears.com/2018/01/14/who-is-pulling-the-muppet-strings/

“When someone shows you who they are, believe them the first time.”
https://wrenchinthegears.com/2017/09/20/when-someone-shows-you-who-they-are-believe-them-the-first-time/

“Smart Cities & Social Impact Bonds: Public Education’s Hostile Takeover Part II”
https://wrenchinthegears.com/2017/07/13/smart-cities-social-impact-bonds-public-educations-hostile-takeover-part-ii/ ]
education  edtech  philanthropicindustrialcomplex  philanthropy  charterschools  charity  siliconvalley  californianideology  surveillance  schools  hewlettpackard  internetofthings  data  privacy  children  poverty  policy  unitedway  libertarianism  stanleydruckenmiller  paultudorjones  disruption  socialimpact  gavinnewsom  governance  government  readynation  smartcities  privatization  schooling  publicschools  inequality  charitableindustrialcomplex  dianeravitch 
july 2019 by robertogreco
Sarah Marshall on Twitter: "I think a lot abt how boomers are alarmed by what they see as millennial inactivity--our rented rooms, lack of purchases, houseplant children--& how their lives were often abt doing BIG things for their BIG careers w/o thinking
“I think a lot abt how boomers are alarmed by what they see as millennial inactivity–our rented rooms, lack of purchases, houseplant children--& how their lives were often abt doing BIG things for their BIG careers w/o thinking abt the consequences. We live in the consequences.

It’s like swooping through a big buffet, loading your plate, and then wondering why ppl in the next group are just eating rolls? And trying to take rolls out to the parking lot to give to the people out there who can’t get into the buffet? What’s happening??

And you, with your tummy full of chicken a la king, go through a range of emotions. Should I question the idea that I could take as much as I want because I thought there would always be plenty? Should I accept that there were things I didn’t understand then?

I’ve also been thinking a lot, lately, about how hostility often arises when we feel our vulnerability. The ego tenses to protect us from self-insight. & at the boomer/millennial buffet it appears as: why are you being such a self-righteous baby, HAVE STEAK. (There is no steak)

I find it most interesting when boomer ire is raised by the littleness of our lives. We want quiet things, we want to be peaceful, we want to adopt old dogs instead of having children. The inability to let people be when they quietly abstain for your way of life is so telling.

Because what if you really wanted to live in a room in a house with your friends and have an old dog and some plants and never amass debt or be the hero of anything and then quietly die? But you thought you couldn’t??

(I realize a lot of you have kids or want them, we’re sort of talking about my dreams now)

This is also why STONER is secretly a millennial novel: it’s about achieving the great dream of dying quietly without ruining anyone’s life by living yours”
slow  small  life  living  generations  2019  unschooling  deschooling  suceess  debt  children  sarahmarshall 
july 2019 by robertogreco
Day'von Hann is just the latest black child robbed of his life — and then robbed of his youth or even the perception of innocence - Mission Local
"Yes. Let’s be honest. Despite connotations that any “teen” or “juvenile” out in the Mission in the wee hours was up to no good and obviously had it coming, violent crime rates in this and nearly every city are a fraction of what they were a generation ago. “Helicopter parenting” is a thing now, but it wasn’t then. And, back then, the nation’s violent crime rates were more than double what they are now. You wouldn’t know about it based on how news stories are written and framed, but San Francisco doesn’t even crack the nation’s Top-100 most dangerous cities, as measured by violent crime per capita.

A lot of Mayberry-type towns do, though. Chicago, which Donald Trump claimed “there are those who say” is worse than Afghanistan, cracks the list at No. 91. Muskogee, Okla. — a place where even squares can have a ball; we still wave Old Glory down at the courthouse; and white lightnin’s still the biggest thrill of all — is nearly 30 slots higher at No. 62.

So, that’s a fact. But Day’von Hann had an apostrophe in his name. And that’s a fact, too.

“There is no black innocence,” Taylor says. “When you are a victim, it’s almost like a sort of twist on double jeopardy. You become involved in the community’s violence; the act of being shot makes you connected to ‘urban violence.’ The particulars of your innocence are trivial. You were there where the violence was and these communities were long ago dismissed as ‘bad neighborhoods.’”

The presumption of culpability and guilt attached to young people of color like Hann does not tend to apply to white youths. Studies have shown that law-enforcement officials perceive black children to be both older than and more likely guilty than white contemporaries.

This is pervasive and systemic and transcends mere first impressions. How else to interpret why the black girl caught licking cartons of ice cream in a Texas Wal-Mart was initially threatened with a 20-year incarceration while a New Jersey judge argued that a white boy accused of rape deserved leniency because he hailed from “a good family”?

Crime rates aren’t lower than they’ve ever been, but they’re far, far lower than they were even during the so-called good times. And yet people seem to be more scared than they’ve ever been. This month in Arizona, a white man stabbed a 17-year-old black boy in the neck at a Circle-K, killing him. The rationale? The boy was playing rap music, and the man said rap music makes him feel unsafe.

I don’t know about you, but getting stabbed in the neck makes me feel unsafe.

Taylor sees all of this — the victim-blaming, the denial of innocence and youth, the pervasive fear in the face of quantitatively better crime numbers — as part of a continuum.

“The way in which our political narratives function tend to give peace of mind to the portion of society that feels like it cannot wrestle with larger issues like urban violence or gun violence or youth violence,” he says. The people parsing the term “child” in a story about a brutal homicide “can sleep better at night living in a society where an innocent black boy is shot down like a dog in the street and the takeaway is ‘he’s older than you’re saying he is.’”

In photos, Day’von “Day Day” Hann is quick to smile. He’s short and scrawny in a way only kids are and, seen through older eyes, appears to be in that transitional phase. He’s 15, at the cusp of moving from what he was to what he’d be.

The man who held Day Day’s hand and tried to ease his pain didn’t ask his age. He learned from our story that Hann was just 15. “I sat with this young man as he died, in the dark, on the sidewalk,” wrote the neighbor. “I didn’t know his age, but my impression was, he was just a kid.”

And he was."
joeeskenazi  language  sanfrancisco  children  media  race  racism  2019  missiondistrict  themission  day'vonhann  jamestaylor  innocence  jeffreyepstein 
july 2019 by robertogreco
Opinion | Let’s Hear It for the Average Child - The New York Times
"Parents, we ask you to hold your applause until the names of all the medal winners have been announced. When the ceremony is over and your child has not left her seat, though nearly every other kid is taking home ribbons and trophies and enough scholarship offers to make a real dent in the national debt, please take a few moments to congratulate the winners as they head off to their well-earned celebrations. Then we ask that you return to your seats. We have a few special achievements left to acknowledge.

To the student who does all the homework in his hardest subject and turns it in promptly, who studies diligently for tests and shows up at every before-school help session, who has never once read an online summary instead of the actual book and who nevertheless manages to earn no grade higher than a C: You have already aced the real tests. School is the only place in the world where you’re expected to excel at everything, and all at the same time. In real life, you’ll excel at what you do best and let others excel at what they do best. For the rest of your life, you will never again think of this C, but you’ll bring your character and your capacity for hard work to all your future endeavors.

To the student with friends scattered hither and yon, across grades and groups and genders: You may feel like an outsider at every insider gathering. You may wonder what it’s like to feel deeply enfolded within a group whose very membership confers identity. How easy it would be, you may think, to be told where to go and what to wear and whom to stand next to when you get there! In truth, membership in a group always feels provisional; insiders inevitably wonder if they’re the next to be cast out. But a gift for friendship that transcends circumstance, for recognizing kinship wherever it blooms? That gift will make the world your home.

To the student who sits in the back of the room with the chemistry textbook propped open and a library book tucked inside: You’ll have to learn chemistry, there’s no getting around it, but we revel in your love for the written word. In times of trial and worry, of disappointment and despair, a book will be your shield. Immersing yourself in a grand story will be a respite from your troubles, and a lifetime spent lingering over language will give you the right words when you need them yourself. No one writes a better love letter than a lifelong reader.

To the bench warmers and the water boys and the equipment managers who follow every play without getting a smudge on their pristine jerseys: We delight in your love for the game, and we salute your loyalty to the team. You may never score the winning goal or hit a walk-off home run or feel the exultation of your teammates as they carry you from the field, but you will know the pleasure of belonging, and you will be spared the sadness of fading glory, too. When you look back on these years, what you’ll remember is the pride of wearing that jersey, the privilege of supporting your team.

To the student who fled for the restroom on dissection day and took a zero in biology lab: It’s a great gift to love animals. When you can sit quietly in the presence of another creature, when you can earn a fearful animal’s trust, you are participating in the eons. Whatever it may seem to almost everyone else, this planet is a great breathing, vulnerable beast, and we are each of us only one of its cells. We celebrate the tender heart that has taught you this truth, so urgent and so easily overlooked.

To the student who bombed the history final because you stayed up all night talking to a friend whose heart is breaking: There is honor in your choice. You can make up the history lessons, but compassion is not a subject we offer in summer school. Today we rejoice for the A you’ve earned in Empathy, the blue ribbon you’ve won in Love.

To the daydreamer and the window-gazer, to the one who startles when called on by the teacher or nudged by a classmate, whose report card invariably praises your good mind but laments your lack of focus: We are grateful for your brown study. Here’s to the wondering reveries of the dreamers and the dawdlers, for the real aha! moments in life are those that cannot be summoned by will. They arrive by stealth during moments of idleness, creeping in while you’re staring out a window or soaking in the bathtub or just wandering aimlessly along.

Summer beckons, a great, green, gorgeous gift. We’ve already kept you far too long, so let us send you forth with just one last reminder of a truth that somehow you already understand, though school is not the place where you learned it:

Life is not a contest, and the world is not an arena. Just by being here, unique among all others, offering contributions that no one else can give, you have already won the one prize that matters most."
schools  awards  competition  children  schooling  education  learning  life  living  2019  margaretrenkl  trophies  summer  generalists  specialists  whatmatters  unschooling  deschooling  howwelearn 
june 2019 by robertogreco
Capitalism Camp for Kids - The New York Times
"Embedded in these programs is at least one contradiction: They promote entrepreneurship and leadership, but are also training kids to be good employees; to be innovators and disrupters, but also to be model office drones."
camps  capitalism  socialism  contradiction  drones  employees  obedience  innovation  disruption  entrepreneurship  children  indoctrination 
june 2019 by robertogreco
Opinion | You Don’t Want a Child Prodigy - The New York Times
"One Thursday in January, I hit “send” on the last round of edits for a new book about how society undervalues generalists — people who cultivate broad interests, zigzag in their careers and delay picking an area of expertise. Later that night, my wife started having intermittent contractions. By Sunday, I was wheeling my son’s bassinet down a hospital hallway toward a volunteer harpist, fantasizing about a music career launched in the maternity ward.

A friend had been teasing me for months about whether, as a parent, I would be able to listen to my own advice, or whether I would be a “do as I write, not as I do” dad, telling everyone else to slow down while I hustle to mold a baby genius. That’s right, I told him, sharing all of this research is part of my plan to sabotage the competition while secretly raising the Tiger Woods of blockchain (or perhaps the harp).

I do find the Tiger Woods story incredibly compelling; there is a reason it may be the most famous tale of development ever. Even if you don’t know the details, you’ve probably absorbed the gist.

Woods was 7 months old when his father gave him a putter, which he dragged around in his circular baby-walker. At 2, he showed off his drive on national television. By 21, he was the best golfer in the world. There were, to be sure, personal and professional bumps along the way, but in April he became the second-oldest player ever to win the Masters. Woods’s tale spawned an early-specialization industry.

And yet, I knew that his path was not the only way to the top.

Consider Roger Federer. Just a year before Woods won this most recent Masters, Federer, at 36, became the oldest tennis player ever to be ranked No. 1 in the world. But as a child, Federer was not solely focused on tennis. He dabbled in skiing, wrestling, swimming, skateboarding and squash. He played basketball, handball, tennis, table tennis and soccer (and badminton over his neighbor’s fence). Federer later credited the variety of sports with developing his athleticism and coordination.

While Tiger’s story is much better known, when sports scientists study top athletes, they find that the Roger pattern is the standard. Athletes who go on to become elite usually have a “sampling period.” They try a variety of sports, gain a breadth of general skills, learn about their own abilities and proclivities, and delay specializing until later than their peers who plateau at lower levels. The way to develop the best 20-year-old athlete, it turns out, is not the same as the way to make the best 10-year-old athlete.

The same general pattern tends to hold true for music, another domain where the annals of young prodigies are filled with tales of eight hours of violin, and only violin, a day. In online forums, well-meaning parents agonize over what instrument to pick for a child, because she is too young to pick for herself and will fall irredeemably behind if she waits. But studies on the development of musicians have found that, like athletes, the most promising often have a period of sampling and lightly structured play before finding the instrument and genre that suits them.

In fact, a cast of little-known generalists helped create some of the most famous music in history. The 18th-century orchestra that powered Vivaldi’s groundbreaking use of virtuoso soloists was composed largely of the orphaned daughters of Venice’s sex industry. The “figlie del coro,” as the musicians were known, became some of the best performers in the world. The most striking aspect of their development was that they learned an extraordinary number of different instruments.

This pattern extends beyond music and sports. Students who have to specialize earlier in their education — picking a pre-med or law track while still in high school — have higher earnings than their generalist peers at first, according to one economist’s research in several countries. But the later-specializing peers soon caught up. In sowing their wild intellectual oats, they got a better idea of what they could do and what they wanted to do. The early specializers, meanwhile, more often quit their career tracks.

I found the Roger pattern — not the Tiger (or Tiger Mother) pattern — in most domains I examined. Professional breadth paid off, from the creation of comic books (a creator’s years of experience did not predict performance, but the number of different genres the creator had worked in did) to technological innovation (the most successful inventors were those who had worked in a large number of the federal Patent and Trademark Office’s different technological classifications).

A study of scientists found that those who were nationally recognized were more likely to have avocations — playing music, woodworking, writing — than typical scientists, and that Nobel laureates were more likely still.

My favorite example of a generalist inventor is Gunpei Yokoi, who designed the Game Boy. Yokoi didn’t do as well on electronics exams as his friends, so he joined Nintendo as a machine maintenance worker when it was still a playing card company before going on to lead the creation of a toy and game operation. His philosophy, “lateral thinking with withered technology,” was predicated on dabbling in many different types of older, well-understood (or “withered”) technology, and combining them in new ways, hence the Game Boy’s thoroughly dated tech specs.

Roger stories abound. And yet, we (and I include myself) have a collective complex about sampling, zigzagging and swerving from (or simply not having) ironclad long-term plans. We are obsessed with narrow focus, head starts and precocity.

A few years ago, I was invited to speak to a small group of military veterans who had been given scholarships by the Pat Tillman Foundation to aid with new careers. I talked a bit about research on late specializers and was struck by the reception, as if the session had been cathartic.

One attendee emailed me afterward: “We are all transitioning from one career to another. Several of us got together after you had left and discussed how relieved we were to have heard you speak.” He was a former member of the Navy SEALs with an undergrad degree in history and geophysics and was pursuing grad degrees in business and public administration from Dartmouth and Harvard. I couldn’t help but chuckle that he had been made to feel behind.

Oliver Smithies would have made that veteran feel better too, I think. Smithies was a Nobel laureate scientist whom I interviewed in 2016, shortly before he died at 91. Smithies could not resist “picking up anything” to experiment with, a habit his colleagues noticed. Rather than throw out old or damaged equipment, they would leave it for him, with the label “Nbgbokfo”: “No bloody good but O.K. for Oliver.”

He veered across scientific disciplines — in his 50s, he took a sabbatical two floors away from his lab to learn a new discipline, in which he then did his Nobel work; he told me he published his most important paper when he was 60. His breakthroughs, he said, always came during what he called “Saturday morning experiments.” Nobody was around, and he could just play. “On Saturday,” he said, “you don’t have to be completely rational.”

I did have fleeting thoughts of a 1-day-old harp prodigy. I’ll admit it. But I know that what I really want to do is give my son a “Saturday experiment” kind of childhood: opportunities to try many things and help figuring out what he actually likes and is good at. For now, I’m content to help him learn that neither musical instruments nor sports equipment are for eating.

That said, just as I don’t plan to push specialization on him, I also don’t mean to suggest that parents should flip to the other extreme and start force-feeding diversification.

If of his own accord our son chooses to specialize early, fine. Both Mozart and Woods’s fathers began coaching their sons in response to the child’s display of interest and prowess, not the reverse. As Tiger Woods noted in 2000: “To this day, my dad has never asked me to go play golf. I ask him. It’s the child’s desire to play that matters, not the parent’s desire to have the child play.”

On the strength of what I’ve learned, I think I’ll find it easy to stick to my guns as a Roger father."
davidepstein  children  parenting  ports  talent  2019  burnout  generalists  specialization  specialists  prodigies  rogerfederer  tigerwoods  music  performance  gunpeiyokoi  gameboy  nintendo  oliversmithies  genius  science  learning  mozart  sampling  quitting  precocity  headstarts  education  focus 
june 2019 by robertogreco
"The Ideal Education" - Sir Ken Robinson with Sadhguru - YouTube
"Someone said that education is a necessary evil. It is a necessary evil because there is a resident evil in the world. We have very convoluted aspirations. In the sense, largely, most part of the education is trying to manufacture cogs for the larger machine that we have built. Our children are the fuel unfortunately. We have to put them into some slot where they'll function well. And when we say the work, the world is no more about people. The world is about the economic engine that we are driving. It's become bigger than us. We have to keep the engine going. We are scared to stop it for a moment. We have to keep going. Now the problem is this that we have created a world if our economies fail we will be depressed. If our economies succeed we will be damned for good. I feel it's better to be depressed.

Now talking about the school as a way of manufacturing cogs for the machine, there are many ways to do it. Every nation has its own system. If I have to shape you into a particular shape that you must fit into a particular machine, it's a cruel process. But now we can't let the machine fail, it needs spare parts. Constantly it has to absorb and humanity is the spare parts. So our children are the fuel and the machine parts which go into this to run the larger machine. That's one aspect.

So this is why I have addressed education in three different dimensions, which people around me are still trying to grasp why these three different things? There is one form of education which is called Isha Vidhya, I think they might have showed something about that. This is for the rural masses in India where the problem is they are in a economic and social pit which they cannot get out by themselves. The only ladder for them is education. Employment generating education. But there are reasonably well-to-do people where they might have gone through that in the previous generation, but this generation need not think about how to earn my living. They have to look at how to expand who they are. So we have Isha Home School which caters to that. Because this kind of education costs money. So only people who can afford it can do that. Costs money means not like how it costs here, by Indian standards it costs money. And there is another form of education, where people are not interested in serving this machine or that machine, they want individuals to blossom, so we have Isha Samskriti where there is no academic education of any kind. They only learn music, dance, art, Sanskrit language, Kalari, which is a very .. the mother of all martial arts and classical dance, classical music, yoga, English language as a passport of the world.

So these children are a treat to watch. This is how children should have been. Just to give you a glimpse of what it is, at the age of fifteen, for three years, they go into monastic life. Compulsorily they must go and compulsorily they must come out at eighteen. They cannot continue. They'll take monastic life for three years, but after three years, they cannot continue, they have to discontinue that and get back to normal life. This is for discipline and focus. So I was to initiate this fifteen year olds and you know these sixty days, they are going through, from morning 3:30 to 9:00 in the evening, they are going through almost eight hours of meditation, varieties of Sadhana completely silent for sixty days, fifteen year old kids, totally silent. So I want to .. just another five days left for the initiation, I want to see how they are and I go there at 3:30 in the morning to see them. All these kids are just sitting like this unmoving. I just looked at them and they were literally glowing. I sat there and wept because I have never seen children like this in my life. Definitely I was not like this when I was fifteen. I was nowhere near what they are today but you can't make the entire world like that.

This is an ideal to work towards. The idea of this kind of schooling is just to develop human body and human brain without any intention. Without any intention as to what they should become. They can become whatever they want. Only thing is human body and human mind should grow to its fullest capability and attention is the main thing. An indiscriminate and unprejudiced attention is what we're trying to evolve in the children, that they learn to pay attention to everything the same way. That you don't divide the world as something as good and something as bad, something high, something low, something divine, something devil, something filthy, something sacred. No, you learn to pay the same attention to everything. This is the fundamental of this form of education. What will they do, what will they do is the aspiration, so I guaranteed them one thing. Twelve years, if you enter the school, the commitment is for twelve years. You have to.. six if you come, eighteen you can leave. So they asked me what will the children do. I said one thing I'll assure you, we will not give you a certificate at the end.

They said 'Sadhguru, what?' I said, 'Did anybody ask me what is my certification?' Only in the American embassy they asked me, you know when I almost .. about.. twenty years ago, or eighteen years ago when I went to apply for the visa to come to United States, the counsel general wanted to meet me. She was a lady. I went to meet her and she said, "Yes I know what you have done and all this but do you have a yoga certification because in America, you will need this." I said, "If I had asked for a certification from my guru, he would have killed me, so I don't have." So I said no certification because doors in the world may open little slowly for you, but when they open, they stay open. Because not because of qualification, but by competence you open doors."
unschooling  education  society  sadhguru  kenrobinson  2017  learning  children  schooling  schooliness  unlearning  certification  economics  politics  life  living  perfectionism  death  schools  purpose  depression  attention 
may 2019 by robertogreco
Kids | Kanopy
[Austin Kleon says:

"Parents: check to see if your local library has access to Kanopy Kids. They just switched to unlimited streaming and they use Common Sense Media, one of my favorite sites for figuring out if media is age appropriate. (For non-parents, it’s also a good way, if you have PTSD or something like that, to screen shows for uncomfortable plot elements.)"]
children  videos  kanopy  libraries  streaming  classideas 
may 2019 by robertogreco
My Childhood in a Cult | The New Yorker
"To people who grew up in more ordinary circumstances, my childhood sounds exotic, scandalous, and fascinating. Cults are fascinating—but one thing the Manson Family and the Lyman Family have in common is the banality of daily life inside these worlds. If you live in a large group of people, there are always dishes to wash and heaps of laundry to hang up to dry. The travel plans for Venus took place against a backdrop of these everyday chores. As I like to say when I tell people about my background, “It wasn’t all acid and orgies.” (Acid was used by adults, as a tool for spiritual growth. To my knowledge, there were no orgies.) What I don’t always say is that I also had a happy childhood, or, anyway, parts of one. The young Family members sang together almost every day as we harvested strawberries or corn—Woody Guthrie songs, or folk songs like “Down in the Valley.” We foraged in the woods for morel mushrooms. Fishing was big, and every time an adult caught a bluefish or a bass I pasted one of the scales in my diary. We had dogs, goats, cows, chickens, a Shetland pony named Stardust, and a cockatiel named Charles. Older kids read younger kids stories before bed—“The Chronicles of Narnia,” “A Wrinkle in Time”—and we fell asleep in piles, three or four to a bed.

Even the mystical stuff had a mundane quality for those of us who didn’t know anything else. The Ouija board, for instance, was a regular part of our lives. Shelves were lined with notebooks containing transcriptions of the conversations adults had had with various spirits. We kids were allowed to talk to only one spirit, Faedra, and sometimes after dinner we’d gather around the board to summon her. The Ouija board was hand carved, the woodgrain beautifully polished, the pointer covered in purple velvet. Only the older kids were allowed to ask questions, and our eyes would be glued to the pointer as it slid over the smooth surface, gaining momentum, the low swish of felt on wood the only sound as we held our breath for answers. One night, one of the questions was “What does Guinevere need to learn?” The answer came back that I was a lazy little girl. After that, I cleaned every ashtray in the compound for weeks, ashamed but also secretly thrilled that Faedra even knew who I was.

It might make sense, then, that when I was told I had to leave the Family, in 1979, I begged to stay, tears streaming down my face. That night, August 25th, I wrote in my diary, “I am totally stunned and heartbroken. I am speechless. . . . I can’t live away from everything I love. I can’t sleep tonight, nothing. . . . But I swear to god I am coming back and I will be the same person. I will fight the world and get back where I belong.” Even now, it’s hard for me to write about the Lyman Family. It’s been four decades since I begged to stay, and I still care what they think."



"Then came a new frontier: school. I was nervous (because, you know, the soul thing). But I was excited, too. Accustomed to being surrounded by dozens of kids my own age, I had been cooped up in my grandmother’s house for two months. I was dying for people. I was wearing green velour bell-bottoms and a blouse with big purple flowers on it, both prized items I had sewn myself. My hair hung down to the small of my back, and I brushed it until it shone."



"Years later, when I visited the Lyman Family’s compound on Martha’s Vineyard, I noticed how everyone I grew up with looked into one another’s eyes, always. It all seemed perfectly normal again.

I was eighteen at the time. I had been out in the world for six years. In high school, I had effectively erased any signs of my childhood—I didn’t talk about it, and that made life so much simpler. A year after I left the Family, one of the more powerful adults had written me a letter. “I want you to know that you are always welcome here and that everyone misses you,” it said. A letter I received a few weeks later explained, “We work at it, striving for inner consciousness, self development on the inside instead of the outside. This life we live is not for everyone, only if you have Mel inside of you. ” When I was about to go off to college, I wrote to the Lyman Family to ask if I could visit before I went. The members welcomed me warmly, and I spent a glorious few days there. Slowly, people in the Family encouraged me to stay with them instead of going to college: this was home, they said, where I belonged. I did feel as if I were home, and, after a day or two, I thought I might not go to college after all. These people really knew me. They looked into my eyes."



"I went off to Sarah Lawrence, where I discovered that an ironic inversion had taken place. When I was in high school, I effectively erased my past; at college, my background became a valuable commodity. Everyone there tried to outdo one another with his or her wild backstories. Mine inevitably won. When people asked me where I was from and I grew circumspect, my best friend would egg me on: “Tell them about the Moonies! Tell them about the Moonies!” He couldn’t wait to see their reaction to my stories."



"For the cult members who’ve survived over the decades, it’s possible that the ideals they started with have given way to the demands of their daily lives, to the buffeting effects of the larger culture, to the familiarity of routine. Or maybe they just haven’t been found out.

There will always be people in search of what cults have to offer—structure, solidarity, a kind of hope. In the back yard of our Los Angeles compound, the adults built a wooden pyramid, big enough to hold about twenty kids, small stilts raising it a few feet off the ground. The smell of blooming jasmine surrounded us as we climbed into it at night, sat cross-legged in a circle, and sang one note all together. We would do this for hours. There were skylights in the ceiling, and we stared up at the stars as we sang. I loved those moments, holding on to the note until I thought my lungs would burst, then taking a deep breath and starting again. It felt as if we were one being, and we were proud of that. Most of all, we hoped that the spaceships could hear us, and that they would be summoned at last."
childhood  cults  belief  school  schooling  identity  2019  children  guinevereturner 
may 2019 by robertogreco
Isabel Rodríguez on Twitter: "I am more and more convinced that our thinking in education should move away from improving learning to an imperative to respect the rights of children and young people, combat all forms of discrimination and violence agains
"I am more and more convinced that our thinking in education should move away from improving learning to an imperative to respect the rights of children and young people, combat all forms of discrimination and violence against them, and rethink how we organize life and work. 1/

Not that improving learning is not important, but regardless of how we define and measure it, it is secondary to the well-being and status of children and young people in our societies. 2/

As matter of justice, educational results should not be used to justify, normalize and maintain inequality in income and status. Regardless of our education, all human beings are entitled to a life with dignity and to be regarded as equals. 3/

As a matter of justice, educational results should not be used as an excuse to deny a voice to those deemed as uneducated in the matters affecting their lives. 4/

As a matter of justice, education should not be used to normalize the practice of denying consent to those deemed as uneducated and to all marginalized populations in the matters affecting their lives. 5/

As a matter of justice, we must acknowledge that poverty has not much to do with education and much to do with power imbalances and structures of protection and access to land and other resources. 6/

And we must acknowledge that in order to maintain all forms of inequality and violence, they must first be learnt and normalized through the treatment of children at home and at schools.

If you want to learn more about this, you can follow @TobyRollo. 7/

Learning is important, no doubt about it, but it is not everything. At the end of the day, what we need more is about being more humane. Our priorities should be clear. 8/
https://www.holocaustandhumanity.org/about-us/educational-philosophy/

Can we do both? Absolutely, but ultimately, we should be willing to respect the full equality, dignity and consent of those choosing not to learn what we deem as important they should learn. 9/

We should also be willing to respect the full equality, dignity and consent of what kids choose to learn according to their own purposes, interests, rhythms and talents. 10/

And this may seem too far out, but let's think about what this means in terms of how neurodiversity, linguistic diversity, cultural diversity, and disabilities are crushed and disrespected on a routine basis. 11/

Let's think about how interests, needs, rhythms and expressions falling outside of what school requires are punished routinely. 12/

Some people argue that by respecting the consent of children, we risk having them not learn what they need. But this is a slippery slope.... 13/

Once we accept that we can violate the right of children to consent and a differential treatment on an arbitrary basis, we normalize and facilitate the violation of their rights in other scenarios and with the use of arbitrary norms. 14/

Finally, if we are serious about moving away from the abuse of standardized tests and about decoupling education from the needs of markets.... 15/

We must be willing to stop defining accountability in terms of learning measurements and instead define it in terms of how students are treated and the resources and opportunities that are made available to them in order to learn according to their own purposes and needs. 16/

Currently, schools are not accountable to students, families and communities. Students are accountable to teachers and administrators, and teachers and administrators are accountable to authorities and big power brokers who don't have the best interests of students in mind. 17/

In order to transform the world outside school, we must rethink education. Alternatively, in order to rethink education, we must think about how we want to transform the world outside school. Both visions should match. Both visions should be adequate. 18/

And because in the world outside school, poverty is more a result of rights denied, power imbalances, structures of protection and access to land and other resources, and how we organize life and work... 19/

The treatment of children should prioritize the respect of their rights, granting them power, their access to resources, their access to learning according to alternative ways of organizing life and work, etc... 20/

And of course, this is especially important in the case of marginalized population whose oppression is based on the denial of power and resources. Teaching them that poverty is defined by lack of education is abusing and gaslighting them. 21/

A few more things, I almost missed... 22/

If we are serious about decoupling education from the needs of markets, learning should be about no other reason than for our own fun and pleasure as much as it should be about what we need to survive. 23/

And in this sense, the right to an education should be defined in terms of access to resources and opportunities to learn what individuals want and/or deem important according to their own purposes, and not in terms of forcing them to learn according to someone else's agenda. 24/

The erasure of what is not quantifiable and what is deemed as not important by conventional schools serves to maintain the lower status attached to activities performed by those considered as less educated. 25/

Such activities are performed disproportionately by women and marginalized populations. In many cases, within the domestic realm, these activities are not remunerated. 26/

But if we were all regarded as equals, all truly useful activities would be held in a similar status and acknowledged as what makes possible everyone else's jobs. So then again, there's no reason income differences should be so dramatic and justified by education. 27/

And it is the exploitation, discrimination and exclusion of many, that we should be centering in our thinking about education in connection to how we organize life and work. 28/

Enjoying being able to work with our hands and bodies, and enjoying being able to take care of others, should be regarded as a right, not as a sacrifice or as a punishment for losing in the game of school. 29/

Likewise, enjoying working in a science, technology, or in the arts, should also be regarded as a right, as perhaps a lifelong learning opportunity, and not as a reward for eliminating others in the game of school. 30/

Rights within communities where people collaborate and take care of each other, knowledge thought as a public good, not something privatized and individualized... 31/

Individual failures and accomplishments as belonging to the entire community, not rewards and punishments according to a competition where many are excluded, diversity, not standardization.

The end. 32/"
isabelrodríguez  2019  unschooling  education  learning  children  rights  discrimination  violence  children'srights  society  community  dignity  inequality  sorting  standardization  poverty  power  hierarchy  humanism  humanity  equality  consent  purpose  interests  deschooling  economics  schools  schooling  schooliness  communities  accountability  imbalance  diversity  rewards  punishment  competition  collaboration  collectivism  opportunity 
may 2019 by robertogreco
Why we have grass lawns - Curbed
"With the invention of mechanical mowing, the lawn no longer required a small army of groundskeepers, and the once-unattainable lawn of the moneyed classes became available to the middle classes, which were now buying and building homes along streetcar lines outside of the city, in the first suburbs. The density of these suburbs relative to their later counterparts kept these lawns rather small, and the largest lawns tended to belong to those with large houses, keeping the big, grassy expanse aspirational.

With the massive car-based sprawl of the postwar era, the modern grassy, treeless lawn came into its own. The lawn, at this point, became part of American suburban culture: white and middle class, inextricable from the mundanities of conventional nuclear family life and the act of childrearing. Cold War paranoia placed a larger emphasis on surveillance in child-rearing, and the fenced-in, treeless backyard made it easier for parents to keep a continuous, watchful eye on their children.

Perhaps the most pervasive myth of the lawn is the oft-touted idea that lawns and fenced-in, grassy backyards are somehow safer or better for the activities of children than any alternative. This belief comes from a place of fear and isolationism. It subtly admonishes the decisions of non-suburban parents and erases the experiences of those children who grow up in the city or in rural areas. The idea that the woods or the city are unsafe for children is silly, as children have grown up in these environments for as long as people have lived in them. Rather than equipping children with the knowledge they need to be independent and adaptable to these environments, the de facto logic has been to eliminate all risk by only allowing children to play in a closed-off patch of turf grass.

Urban children may not have lawns, but they have public parks where they interact with other children from diverse backgrounds. Children (myself included) who grow up in rural places or near or in the woods are raised with information about the hazards of such environments and are taught the skills necessary to be self sufficient, such as plant and animal identification, navigation, first aid, and outdoor preparedness. The idea that children need a lawn, a cultural invention of the postwar era, is absurd.

Lawn care and horticulture are powerful industries whose future profits rely on the endurance of these myths and the persistent advance of sprawl. Many folks who enjoy the feeling of tending to land that the lawn gives them might scowl at me. The good news for people reading this and saying “what can I do?” is that wonderful alternatives to lawns are gaining momentum.

In desert climates, the most absurd places to have a lawn, xeriscaping—cultivating yards using native plants that require little irrigation—is becoming more and more popular because it saves time and resources. For others, taking space away from lawns and giving it to pollinator gardens, edible gardens, and vegetable beds, as well as gardening only with native plants that require much less fuss to keep alive, are great alternatives to the tyranny of the lawn, alternatives that not only save time, effort, resources, and money, but are good for the environment as well. Getting rid of turf grass and replacing it with native grasses, prairie, or whatever natural ground cover happens to be inherent to the place you live and that doesn’t require fertilization, pesticide use, or mowing is a great start. Allow native trees to grow, remove any invasive plants (sorry, folks, that means English ivy) from your yard, and the results will soon bear fruit, whether literally or figuratively, through the return of songbirds and pollinators to your outdoor space.

If you’re at all concerned about climate change and what you can do to help make the world a more habitable place for the millions of plants, animals, and people that live here, start by getting rid of your turf grass."
multispecies  plants  lawns  climate  ecology  monoculture  suburbia  2019  katewagner  cities  urban  urbanism  sustainability  xeriscaping  horticulture  children  safety  parks  cars 
may 2019 by robertogreco
'You did not act in time': Greta Thunberg's full speech to MPs | Environment | The Guardian
"My name is Greta Thunberg. I am 16 years old. I come from Sweden. And I speak on behalf of future generations.

I know many of you don’t want to listen to us – you say we are just children. But we’re only repeating the message of the united climate science.

Many of you appear concerned that we are wasting valuable lesson time, but I assure you we will go back to school the moment you start listening to science and give us a future. Is that really too much to ask?

In the year 2030 I will be 26 years old. My little sister Beata will be 23. Just like many of your own children or grandchildren. That is a great age, we have been told. When you have all of your life ahead of you. But I am not so sure it will be that great for us.

I was fortunate to be born in a time and place where everyone told us to dream big; I could become whatever I wanted to. I could live wherever I wanted to. People like me had everything we needed and more. Things our grandparents could not even dream of. We had everything we could ever wish for and yet now we may have nothing.

Now we probably don’t even have a future any more.

Because that future was sold so that a small number of people could make unimaginable amounts of money. It was stolen from us every time you said that the sky was the limit, and that you only live once.

You lied to us. You gave us false hope. You told us that the future was something to look forward to. And the saddest thing is that most children are not even aware of the fate that awaits us. We will not understand it until it’s too late. And yet we are the lucky ones. Those who will be affected the hardest are already suffering the consequences. But their voices are not heard.

Is my microphone on? Can you hear me?

Around the year 2030, 10 years 252 days and 10 hours away from now, we will be in a position where we set off an irreversible chain reaction beyond human control, that will most likely lead to the end of our civilisation as we know it. That is unless in that time, permanent and unprecedented changes in all aspects of society have taken place, including a reduction of CO2 emissions by at least 50%.

And please note that these calculations are depending on inventions that have not yet been invented at scale, inventions that are supposed to clear the atmosphere of astronomical amounts of carbon dioxide.

Furthermore, these calculations do not include unforeseen tipping points and feedback loops like the extremely powerful methane gas escaping from rapidly thawing arctic permafrost.

Nor do these scientific calculations include already locked-in warming hidden by toxic air pollution. Nor the aspect of equity – or climate justice – clearly stated throughout the Paris agreement, which is absolutely necessary to make it work on a global scale.

We must also bear in mind that these are just calculations. Estimations. That means that these “points of no return” may occur a bit sooner or later than 2030. No one can know for sure. We can, however, be certain that they will occur approximately in these timeframes, because these calculations are not opinions or wild guesses.

These projections are backed up by scientific facts, concluded by all nations through the IPCC. Nearly every single major national scientific body around the world unreservedly supports the work and findings of the IPCC.

Did you hear what I just said? Is my English OK? Is the microphone on? Because I’m beginning to wonder.

During the last six months I have travelled around Europe for hundreds of hours in trains, electric cars and buses, repeating these life-changing words over and over again. But no one seems to be talking about it, and nothing has changed. In fact, the emissions are still rising.

When I have been travelling around to speak in different countries, I am always offered help to write about the specific climate policies in specific countries. But that is not really necessary. Because the basic problem is the same everywhere. And the basic problem is that basically nothing is being done to halt – or even slow – climate and ecological breakdown, despite all the beautiful words and promises.

The UK is, however, very special. Not only for its mind-blowing historical carbon debt, but also for its current, very creative, carbon accounting.

Since 1990 the UK has achieved a 37% reduction of its territorial CO2 emissions, according to the Global Carbon Project. And that does sound very impressive. But these numbers do not include emissions from aviation, shipping and those associated with imports and exports. If these numbers are included the reduction is around 10% since 1990 – or an an average of 0.4% a year, according to Tyndall Manchester.

And the main reason for this reduction is not a consequence of climate policies, but rather a 2001 EU directive on air quality that essentially forced the UK to close down its very old and extremely dirty coal power plants and replace them with less dirty gas power stations. And switching from one disastrous energy source to a slightly less disastrous one will of course result in a lowering of emissions.

But perhaps the most dangerous misconception about the climate crisis is that we have to “lower” our emissions. Because that is far from enough. Our emissions have to stop if we are to stay below 1.5-2C of warming. The “lowering of emissions” is of course necessary but it is only the beginning of a fast process that must lead to a stop within a couple of decades, or less. And by “stop” I mean net zero – and then quickly on to negative figures. That rules out most of today’s politics.

The fact that we are speaking of “lowering” instead of “stopping” emissions is perhaps the greatest force behind the continuing business as usual. The UK’s active current support of new exploitation of fossil fuels – for example, the UK shale gas fracking industry, the expansion of its North Sea oil and gas fields, the expansion of airports as well as the planning permission for a brand new coal mine – is beyond absurd.

This ongoing irresponsible behaviour will no doubt be remembered in history as one of the greatest failures of humankind.

People always tell me and the other millions of school strikers that we should be proud of ourselves for what we have accomplished. But the only thing that we need to look at is the emission curve. And I’m sorry, but it’s still rising. That curve is the only thing we should look at.

Every time we make a decision we should ask ourselves; how will this decision affect that curve? We should no longer measure our wealth and success in the graph that shows economic growth, but in the curve that shows the emissions of greenhouse gases. We should no longer only ask: “Have we got enough money to go through with this?” but also: “Have we got enough of the carbon budget to spare to go through with this?” That should and must become the centre of our new currency.

Many people say that we don’t have any solutions to the climate crisis. And they are right. Because how could we? How do you “solve” the greatest crisis that humanity has ever faced? How do you “solve” a war? How do you “solve” going to the moon for the first time? How do you “solve” inventing new inventions?

The climate crisis is both the easiest and the hardest issue we have ever faced. The easiest because we know what we must do. We must stop the emissions of greenhouse gases. The hardest because our current economics are still totally dependent on burning fossil fuels, and thereby destroying ecosystems in order to create everlasting economic growth.

“So, exactly how do we solve that?” you ask us – the schoolchildren striking for the climate.

And we say: “No one knows for sure. But we have to stop burning fossil fuels and restore nature and many other things that we may not have quite figured out yet.”

Then you say: “That’s not an answer!”

So we say: “We have to start treating the crisis like a crisis – and act even if we don’t have all the solutions.”

“That’s still not an answer,” you say.

Then we start talking about circular economy and rewilding nature and the need for a just transition. Then you don’t understand what we are talking about.

We say that all those solutions needed are not known to anyone and therefore we must unite behind the science and find them together along the way. But you do not listen to that. Because those answers are for solving a crisis that most of you don’t even fully understand. Or don’t want to understand.

You don’t listen to the science because you are only interested in solutions that will enable you to carry on like before. Like now. And those answers don’t exist any more. Because you did not act in time.

Avoiding climate breakdown will require cathedral thinking. We must lay the foundation while we may not know exactly how to build the ceiling.

Sometimes we just simply have to find a way. The moment we decide to fulfil something, we can do anything. And I’m sure that the moment we start behaving as if we were in an emergency, we can avoid climate and ecological catastrophe. Humans are very adaptable: we can still fix this. But the opportunity to do so will not last for long. We must start today. We have no more excuses.

We children are not sacrificing our education and our childhood for you to tell us what you consider is politically possible in the society that you have created. We have not taken to the streets for you to take selfies with us, and tell us that you really admire what we do.

We children are doing this to wake the adults up. We children are doing this for you to put your differences aside and start acting as you would in a crisis. We children are doing this because we want our hopes and dreams back.

I hope my microphone was on. I hope you could all hear me… [more]
gretathunberg  2019  sustainability  environment  climate  children  activism  futureyouuth  climatechange  globalwarming  science  policy  politics  action  inaction  avoidance 
april 2019 by robertogreco
How Inuit Parents Raise Kids Without Yelling — And Teach Them To Control Anger : Goats and Soda : NPR
"Across the board, all the moms mention one golden rule: Don't shout or yell at small children.

Traditional Inuit parenting is incredibly nurturing and tender. If you took all the parenting styles around the world and ranked them by their gentleness, the Inuit approach would likely rank near the top. (They even have a special kiss for babies, where you put your nose against the cheek and sniff the skin.)

The culture views scolding — or even speaking to children in an angry voice — as inappropriate, says Lisa Ipeelie, a radio producer and mom who grew up with 12 siblings. "When they're little, it doesn't help to raise your voice," she says. "It will just make your own heart rate go up."

Even if the child hits you or bites you, there's no raising your voice?

"No," Ipeelie says with a giggle that seems to emphasize how silly my question is. "With little kids, you often think they're pushing your buttons, but that's not what's going on. They're upset about something, and you have to figure out what it is."

Traditionally, the Inuit saw yelling at a small child as demeaning. It's as if the adult is having a tantrum; it's basically stooping to the level of the child, Briggs documented.

Elders I spoke with say intense colonization over the past century is damaging these traditions. And, so, the community is working hard to keep the parenting approach intact.

Goota Jaw is at the front line of this effort. She teaches the parenting class at the Arctic College. Her own parenting style is so gentle that she doesn't even believe in giving a child a timeout for misbehaving.

"Shouting, 'Think about what you just did. Go to your room!' " Jaw says. "I disagree with that. That's not how we teach our children. Instead you are just teaching children to run away."

And you are teaching them to be angry, says clinical psychologist and author Laura Markham. "When we yell at a child — or even threaten with something like 'I'm starting to get angry,' we're training the child to yell," says Markham. "We're training them to yell when they get upset and that yelling solves problems."

In contrast, parents who control their own anger are helping their children learn to do the same, Markham says. "Kids learn emotional regulation from us."

I asked Markham if the Inuit's no-yelling policy might be their first secret of raising cool-headed kids. "Absolutely," she says."



"What Briggs documented is a central component to raising cool-headed kids.

When a child in the camp acted in anger — hit someone or had a tantrum — there was no punishment. Instead, the parents waited for the child to calm down and then, in a peaceful moment, did something that Shakespeare would understand all too well: They put on a drama. (As the Bard once wrote, "the play's the thing wherein I'll catch the conscience of the king.")

"The idea is to give the child experiences that will lead the child to develop rational thinking," Briggs told the CBC in 2011.

In a nutshell, the parent would act out what happened when the child misbehaved, including the real-life consequences of that behavior.

The parent always had a playful, fun tone. And typically the performance starts with a question, tempting the child to misbehave.

For example, if the child is hitting others, the mom may start a drama by asking: "Why don't you hit me?"

Then the child has to think: "What should I do?" If the child takes the bait and hits the mom, she doesn't scold or yell but instead acts out the consequences. "Ow, that hurts!" she might exclaim.

The mom continues to emphasize the consequences by asking a follow-up question. For example: "Don't you like me?" or "Are you a baby?" She is getting across the idea that hitting hurts people's feelings, and "big girls" wouldn't hit. But, again, all questions are asked with a hint of playfulness.

The parent repeats the drama from time to time until the child stops hitting the mom during the dramas and the misbehavior ends.

Ishulutak says these dramas teach children not to be provoked easily. "They teach you to be strong emotionally," she says, "to not take everything so seriously or to be scared of teasing."

Psychologist Peggy Miller, at the University of Illinois, agrees: "When you're little, you learn that people will provoke you, and these dramas teach you to think and maintain some equilibrium."

In other words, the dramas offer kids a chance to practice controlling their anger, Miller says, during times when they're not actually angry.

This practice is likely critical for children learning to control their anger. Because here's the thing about anger: Once someone is already angry, it is not easy for that person to squelch it — even for adults.

"When you try to control or change your emotions in the moment, that's a really hard thing to do," says Lisa Feldman Barrett, a psychologist at Northeastern University who studies how emotions work.

But if you practice having a different response or a different emotion at times when you're not angry, you'll have a better chance of managing your anger in those hot-button moments, Feldman Barrett says.

"That practice is essentially helping to rewire your brain to be able to make a different emotion [besides anger] much more easily," she says.

This emotional practice may be even more important for children, says psychologist Markham, because kids' brains are still developing the circuitry needed for self-control.

"Children have all kinds of big emotions," she says. "They don't have much prefrontal cortex yet. So what we do in responding to our child's emotions shapes their brain."

Markham recommends an approach close to that used by Inuit parents. When the kid misbehaves, she suggests, wait until everyone is calm. Then in a peaceful moment, go over what happened with the child. You can simply tell them the story about what occurred or use two stuffed animals to act it out.

"Those approaches develop self-control," Markham says.

Just be sure you do two things when you replay the misbehavior, she says. First, keep the child involved by asking many questions. For example, if the child has a hitting problem, you might stop midway through the puppet show and ask,"Bobby, wants to hit right now. Should he?"

Second, be sure to keep it fun. Many parents overlook play as a tool for discipline, Markham says. But fantasy play offers oodles of opportunities to teach children proper behavior.

"Play is their work," Markham says. "That's how they learn about the world and about their experiences."

Which seems to be something the Inuit have known for hundreds, perhaps even, thousands of years."
anger  parenting  2019  anthropology  psychology  inuit  children  yelling  self-control  punishment  emotions  behavior 
april 2019 by robertogreco
For Anxious Kids, Parents May Need To Learn To Let Them Face Their Fears : Shots - Health News : NPR
"For instance, when Joseph would get scared about sleeping alone, Jessica and her husband, Chris Calise, did what he asked and comforted him. "In my mind, I was doing the right thing," she says. "I would say, 'I'm right outside the door' or 'Come sleep in my bed.' I'd do whatever I could to make him feel not anxious or worried."

But this comforting — something psychologists call accommodation — can actually be counterproductive for children with anxiety disorders, Lebowitz says.

"These accommodations lead to worse anxiety in their child, rather than less anxiety," he says. That's because the child is always relying on the parents, he explains, so kids never learn to deal with stressful situations on their own and never learn they have the ability to cope with these moments.

"When you provide a lot of accommodation, the unspoken message is, 'You can't do this, so I'm going to help you,' " he says.

Lebowitz wondered if it would help to train parents to change that message and to encourage their children to face anxieties rather than flee from them.

Currently the established treatment for childhood anxiety is cognitive behavioral therapy delivered directly to the child.

When researchers have tried to involve parents in their child's therapy in the past, the outcomes from studies suggested that training parents in cognitive behavioral therapy didn't make much of a difference for the child's recovery. Lebowitz says that this might be because cognitive behavioral therapy asks the child to change their behavior. "When you ask the parents to change their child's behavior, you are setting them up for a very difficult interaction," he says.

Instead, Lebowitz's research explores whether training only the parents without including direct child therapy can help. He is running experiments to compare cognitive behavioral therapy for the child with parent-only training. A study of the approach appeared in the Journal of the American Academy of Child & Adolescent Psychiatry last month."
children  parenting  anxiety  2019  elilebowitz  fear  psychology  accommodation  comfort  behavior 
april 2019 by robertogreco
‘Be urself’: meet the teens creating a generation gap in music | Music | The Guardian
"Instead of radio or the music press, today’s teens are discovering songs in the background of YouTube videos – creating a new breed of superstars unknown to adults"



"It is a disconcerting experience to look at your tweenage daughter’s Spotify playlists and realise that you have never heard of any of the artists. You may be aware of young stars who are hitting the charts, such as Billie Eilish, Khalid and Lauv, but what about Clairo, Khai Dreams, Beabadoobee, Girl in Red, Oohyo, Mxmtoon, Eli, Sundial and Conan Gray?

I would love to tell you that my daughter discovered them because she is a restless musical adventurer, dedicated to digging out obscurities from the cutting edge of rock and pop, but she isn’t. She is just doing what millions of other teens and tweens seem to be doing.

You can tell from the streaming figures. Girl in Red’s biggest tracks have been streamed 9m times, Khai Dreams’ 13m times. A video for Clairo’s Pretty Girl has racked up more than 30m YouTube views in the past 18 months: it consists of Clairo sitting on her bed wearing earbuds, miming into the webcam on her laptop while trying on a succession of sunglasses.

These figures obviously would not give Ariana Grande sleepless nights, but they seem remarkable given that these artists have virtually no media profile, no radio play, most don’t seem to have a record deal and they barely give interviews. A Google search reveals that Girl in Red is a gay 20-year-old from Norway who sometimes posts one-line explanations of what her songs are about (“Don’t fall in love with a straight girl”; “Be urself”; “Sad lol”) and that Clairo – real name Claire Cottrill – has juvenile rheumatoid arthritis and caused a degree of online controversy when it was discovered that her father was a marketing executive with connections to the music business, leading to false accusations that she wasn’t a DIY artist at all but an “industry plant”. But that’s about it.

“I think a lot of the artists making this music are really young,” says Josh Edwards, an A&R who has been keeping a close watch: he manages Dodie, an artist who went from posting videos online to the Top 10. “The music they’re making is very much online, and there’s a feeling that if you put too much of yourself out there on the internet it can be quite dangerous.”

For want of a better name, you might call it underground bedroom pop, an alternate musical universe that feels like a manifestation of a generation gap: big with teenagers – particularly girls – and invisible to anyone over the age of 20, because it exists largely in an online world that tweens and teens find easy to navigate, but anyone older finds baffling or risible. It doesn’t need Radio 1 or what is left of the music press to become popular because it exists in a self-contained community of YouTube videos and influencers; some bedroom pop artists found their music spread thanks to its use in the background of makeup tutorials or “aesthetic” videos, the latter a phenomenon whereby vloggers post atmospheric videos of, well, aesthetically pleasing things.

“There’s a culture that exists with people on the internet to help others exist on the internet,” says Edwards. “It’s not: ‘You scratch my back and I’ll scratch yours’, more: ‘I like this thing, I’ll share it.’ You get people such as Emma Chamberlain [an American YouTuber with 7m followers], who recommends songs in videos and has a playlist on Spotify. People like that seem to able to deep dive better than anybody I’ve ever known. Or this music comes up as a recommended video if you’re watching similar things on YouTube. It’s very accessible, and a lot of the songs are really short so you can consume loads of them in a short space of time.”

You would struggle to call it a scene exactly, but it is definitely bound by a loose aesthetic. It is richly melodic, but lo-fi and home-recorded. As with Eilish’s early releases, you can hear the influence of Lana Del Rey and hip-hop; more bizarrely, it occasionally sounds not unlike the kind of indie music that Sarah Records might have released in the late 80s.

Its lyrics tend to be intimate and relevant to its audience – heartbreak, sexuality, depression, confusion – and it feels raw and unmediated, untainted by the machinations of the music industry. In fact, it is hard not to see its rise in popularity as a reaction to what Jamie Oborne, the founder of Dirty Hit – the label that brought us the 1975 and Wolf Alice, and which recently signed Bea Kristi (Beabadoobee) – calls “music that’s been A&Red and styled to death”: an audience that are regularly, snottily derided as mindless sheep who will listen to anything marketed at them, ignoring whatever the music industry has decided is relatable to them and taking matters into their own hands.

“I’m not surprised at all,” says Oborne. “It’s the same as Billie Eilish: she’s a positive role model, she’s not sexualised, she’s not talking bullshit 24/7, she’s not just putting out … pollution. With Bea, at our first meeting, I said: ‘We’re not doing anything except what she wants to do.’ She’s teaching us all how to market her music.”

A video shot at Beabadoobee’s first live show and subsequently posted to her Instagram seems to speak volumes. Kristi is being mobbed by fans who look exactly like her: if you hadn’t seen a photo of her in advance, you’d find it impossible to pick out the artist from her audience. Somewhere at the side of the crowd lurks a male figure. It is her labelmate Matty Healy, passing virtually unnoticed: a pop star with three platinum albums and a fistful of Brits being ignored in favour of a girl still at school, who last year posted a muffled recording a friend had made of Coffee – the first song she ever wrote – on Spotify and Bandcamp, and watched as the streaming figures went nuts after “someone put it on a YouTube video”.

“I actually don’t know why it was successful,” says Kristi, who wrote Coffee under the influence of Daniel Johnston and Mazzy Star. “I like to think it’s because it’s something raw. I had no experience, no clue – it’s just me and my guitar and my friend Haresh whistling, recorded on a shitty mic. I feel like something raw touches people more.” She was “kind of off” when record labels started approaching her, but eventually signed with Dirty Hit – which recently released her EP Patched Up – because “they allowed me to do whatever I want”.

Edwards isn’t sure how many artists will follow that path, saying they are, instead, “self-funding, making their own way”. Still, he says, it probably won’t be too long before a record label tries to manufacture a new pop artist with a lo-fi aesthetic; when a real, rather than imagined, “industry plant” appears. “There are parts of what this bedroom pop world is doing that mainstream pop currently can’t, because it’s about limited resources, about being organic, not too overproduced or prim and proper. Of course,” he laughs, “that doesn’t necessarily mean there isn’t a time when mainstream pop won’t give it a go.”"
diy  music  youtube  youth  teens  communication  children  community  2019  aesthetics 
april 2019 by robertogreco
The UX design case of closed captions for everyone // Sebastian Greger
"Are video subtitles really chiefly for users who cannot hear or lack an audio device? A recent Twitter thread on “closed captions for the hearing” triggered a brief qualitative exploration and thought experiment – there may well be a growing group of users being forgotten in the design of closed captions.

Most commonly perceived as an auxiliary means for the hearing impaired, video subtitles, a.k.a. closed captions (CC), have only recently started to be widely considered as an affordance for users in situations with no audio available/possible (think mobile devices in public settings, libraries, shared office spaces); the latter to the extend that contemporary “social media marketing guidelines” strongly recommend subtitling video clips uploaded to Facebook, Twitter et al.

So: subtitles are for those who cannot hear, or with muted devices?

Who else uses closed captions?

I’m personally a great fan of closed captions, for various reasons unrelated to either of the above, and have often noticed certain limitations in their design. Hence, the user researcher inside me just did a somersault as I randomly encountered a Twitter thread [https://twitter.com/jkottke/status/1091338252475396097 ] following Jason Kottke asking his 247.000 followers:
After seeing several photos my (English-speaking, non-deaf) friends have taken of their TV screens over the past week, I’m realizing that many of you watch TV with closed captions (or subtitles) on?! Is this a thing? And if so, why?

The 150+ replies (I guess this qualifies as a reasonable sample for a qualitative analysis of sorts?) are a wonderful example of “accessibility features” benefiting everybody (I wrote about another instance recently [https://sebastiangreger.net/2018/11/twitter-alt-texts-on-db-trains/ ]). The reasons why people watch TV with closed captions on, despite having good hearing abilities and not being constrained by having to watch muted video, are manifold and go far beyond those two most commonly anticipated use cases.

[image: Close-up image of a video with subtitles (caption: "Closed captions are used by people with good hearing and audio playback turned on. An overseen use case?")]

Even applying a rather shallow, ex-tempore categorisation exercise based on the replies on Twitter, I end up with an impressive list to start with:

• Permanent difficulties with audio content
◦ audio processing disorders
◦ short attention span (incl., but not limited to clinical conditions)
◦ hard of hearing, irrespective of age
• Temporary impairments of hearing or perception
◦ watching under the influence of alcohol
◦ noise from eating chips while watching
• Environmental/contextual factors
◦ environment noise from others in the room (or a snoring dog)
◦ distractions and multitasking (working out, child care, web browsing, working, phone calls)
• Reasons related to the media itself
◦ bad audio levels of voice vs. music
• Enabler for improved understanding
◦ easier to follow dialogue
◦ annoyance with missing dialogue
◦ avoidance of misinterpretations
◦ better appreciation of dialogue
• Better access to details
◦ able to take note of titles of songs played
◦ ability to understand song lyrics
◦ re-watching to catch missed details
• Language-related reasons
◦ strong accents
◦ fast talking, mumbling
◦ unable to understand foreign language
◦ insecurity with non-native language
• Educational goals, learning and understanding
◦ language learning
◦ literacy development for children
◦ seeing the spelling of unknown words/names
◦ easier memorability of content read (retainability)
• Social reasons
◦ courtesy to others, either in need for silence or with a need/preference for subtitles
◦ presence of pets or sleeping children
◦ avoiding social conflict over sound level or distractions (“CC = family peace”)
• Media habits
◦ ability to share screen photos with text online
• Personal preferences
◦ preference for reading
◦ acquired habit
• Limitations of technology skills
◦ lack of knowledge of how to turn them off

An attempt at designerly analysis

The reasons range from common sense to surprising, such as the examples of closed captions used to avoid family conflict or the two respondents explicitly mentioning “eating chips” as a source of disturbing noise. Motivations mentioned repeatedly refer to learning and/or understanding, but also such apparently banal reasons like not knowing how to turn them off (a usability issue?). Most importantly, though, it becomes apparent that using CC is more often than not related to choice/preference, rather than to impairment or restraints from using audio.

At the same time, it becomes very clear that not everybody likes them, especially when forced to watch with subtitles by another person. The desire/need of some may negatively affect the experience of others present. A repeat complaint that, particularly with comedy, CC can kill the jokes may also hint at the fact that subtitles and their timing could perhaps be improved by considering them as more than an accessibility aid for those who would not hear the audio? (It appears as if the scenario of audio and CC consumed simultaneously is not something considered when subtitles are created and implemented; are we looking at another case for “exclusive design”?)

And while perceived as distracting when new – this was the starting point of Kottke’s Tweet – many of the comments share the view that it becomes less obtrusive over time; people from countries where TV is not dubbed in particular are so used to it they barely notice it (“becomes second nature”). Yet, there are even such interesting behaviours like people skipping back to re-read a dialogue they only listened to at first, as well as that of skipping back to be able to pay better attention to the picture at second view (e.g. details of expression) after reading the subtitles initially.

Last but not least, it is interesting how people may even feel shame over using CC. Only a conversation like the cited Twitter thread may help them realise that it is much more common than they thought. And most importantly that it has nothing to do with a perceived stigmatisation of being “hard of hearing”.

CC as part of video content design

The phenomenon is obviously not new. Some articles on the topic suggest that it is a generational habit [https://medium.com/s/the-upgrade/why-gen-z-loves-closed-captioning-ec4e44b8d02f ] of generation Z (though Kottke’s little survey proves the contrary), or even sees [https://www.wired.com/story/closed-captions-everywhere/ ] it as paranoid and obsessive-compulsive behaviour of “postmodern completists” as facilitated by new technological possibilities. Research on the benefits of CC for language learning, on the other hand, reaches back [https://www.tandfonline.com/doi/abs/10.1080/19388078909557984 ] several decades.

No matter what – the phenomenon in itself is interesting enough to make this a theme for deeper consideration in any design project that contains video material. Because, after all, one thing is for sure: closed captions are not for those with hearing impairments or with muted devices alone – and to deliver great UX, these users should be considered as well."

[See also: https://kottke.org/19/04/why-everyone-is-watching-tv-with-closed-captioning-on-these-days ]
closedcaptioning  subtitles  closedcaptions  text  reading  genz  generationz  audio  video  tv  film  dialogue  listening  howweread  2019  sebastiangreger  literacy  language  languages  ux  ui  television  ocd  attention  adhd  languagelearning  learning  howwelearn  processing  hearing  sound  environment  parenting  media  multimedia  clarity  accents  memory  memorization  children  distractions  technology  classideas 
march 2019 by robertogreco
Malcolm Harris: College Admissions Scandal and Capitalism
"The idea that a high-achieving student is doing $100,000 worth of labor a year won’t be surprising to anyone who knows one. Without huge amounts of time and effort beginning at a young age, it’s incredibly hard to pull together the kind of résumé that’s needed in order to stand out to elite and competitive schools. These teens end up putting in so much labor that they are developing their specialized skills to professional levels before they finish high school. In some ways, the unmediated job market has lower standards than the most exclusive colleges do. The best child musicians and scientists and athletes are working very hard, and what they’re doing has value, too. We know it does, because their efforts are worth counterfeiting.

Student labor has a curious character. It’s unpaid, but the idea is that it will be compensated indirectly later. There are tests that are meant to validate kids along the way, including college admissions and ultimately the job market. A higher grade (in the broader but also in the specific, academic sense) is supposed to lead to a higher wage down the line, something everyone understands implicitly. The value from all that childhood work has to go somewhere; we can think of that place as a sort of internal battery that stores human capital, the skills and abilities that we put to work when we go to work. Counterfeit human capital is what William H. Macy and Mossimo Giannulli were allegedly buying for their kids: the appearance of skills and abilities that didn’t actually exist.

Human capital is an odd commodity because it’s inalienable. You can’t sell your ability to do 100 push-ups or your starting position on the soccer team or your Yale diploma. That means that workers can’t really be said to own their human capital, since it’s not transferable. It’s an abstract substance that can be weighed and compared, but also a relationship between workers and owners — that’s why companies can use it in place of “human resources.” Human capital belongs to workers, but only to be managed and exploited by employers. To monetize their abilities, workers need someone to hire or invest in them. (The number of workers who are able to save up their wages in order to start their own businesses is much smaller than we’re led to believe, and shrinking.) There is no fixed correlation between the accumulation of human capital and pay. You get paid to work, not to be smart.

Because no one is on the hook for compensating any particular young person for their hard work, there’s no reason to set a limit on how much of it they should do. The random distribution of talents and passions and the very predictable distribution of resources have left students with any number of ways to differentiate themselves from each other in the eyes of graders. An arms race arises as students are encouraged to try their hardest, to reach their full potentials, to use every advantage they have. We can see the scale of it in the forged applications: The aforementioned Yale admit claimed to be a nationally ranked soccer player in China, a nation of 1.4 billion people. The admissions committee had no reason not to believe it; I’m sure they see genuine applications like that all the time. There’s always someone who can try a little harder and stay up a bit later or whose parents can pay more. The level of competition gets higher and higher, and theoretically that’s great — as long as everyone eventually finds a job that will repay the investments they’ve made in their own capacities. You can see the problem.

The best thing you can do for your own future employment prospects is to invest in your human capital: learn to code or speak Mandarin or captain your sports team or whatever else the Aspen crowd wants from us this week. Training according to guesses about the notoriously unreliable future demands of rich people is not particularly fun, and it’s obvious why their own kids can’t be bothered. But most of us have to try, and there arises a supply-and-demand problem: If everyone teaches themselves to code and the supply of human capital goes up, it’s suddenly very easy for employers to find coders, and the demand (read: pay) goes down. What’s advantageous for the individual is self-defeating for the class.

The result is workers who have not only taken on an average of tens of thousands of dollars in educational debt, but have also put in what we can now understand as hundreds of thousands, even millions of dollars’ worth of unpaid labor. Taking no responsibility for this situation, employers have used the flood of overqualified workers to lower job quality, sometimes so far as to stumble onto the wrong side of America’s meager labor laws. That leaves young people who had planned on higher-quality jobs (as they were told to) underwater on their own human capital. Having invested more in effort and money than their work can command on the market, they’re not in possession of distressed assets; they are the distressed assets. And they’re stuck with themselves.

I can’t speak to why people who will never have to work in their lives care about getting fancy degrees, but I know why everyone else does. As the distance between the rich and the rest increases, the stakes of childhood go up too. Failure at one of the crucial steps (like college admissions) means taking a loss on your investment in yourself, which is extremely depressing. Everyone is compelled to work harder to try to avoid that fate, except the business owners and landlords, who just have to pay higher bribes — which they can afford to do because all those people who are working harder are, in one way or another, working for them. Depending on whether or not you own the means of production, it’s all a virtuous or vicious cycle. For most of us, it’s the latter."
malcolmharris  2019  labor  education  schools  schooling  colleges  universities  admissions  collegeadmissions  children  work  capitalism  exploitation  competition  highereducation  highered  debt  unpaidlabor  humancapital 
march 2019 by robertogreco
I Embraced Screen Time With My Daughter—and I Love It | WIRED
I often turn to my sister, Mimi Ito, for advice on these issues. She has raised two well-adjusted kids and directs the Connected Learning Lab at UC Irvine, where researchers conduct extensive research on children and technology. Her opinion is that “most tech-privileged parents should be less concerned with controlling their kids’ tech use and more about being connected to their digital lives.” Mimi is glad that the American Association of Pediatrics (AAP) dropped its famous 2x2 rule—no screens for the first two years, and no more than two hours a day until a child hits 18. She argues that this rule fed into stigma and parent-shaming around screen time at the expense of what she calls “connected parenting”—guiding and engaging in kids’ digital interests.

One example of my attempt at connected parenting is watching YouTube together with Kio, singing along with Elmo as Kio shows off the new dance moves she’s learned. Everyday, Kio has more new videos and favorite characters that she is excited to share when I come home, and the songs and activities follow us into our ritual of goofing off in bed as a family before she goes to sleep. Her grandmother in Japan is usually part of this ritual in a surreal situation where she is participating via FaceTime on my wife’s iPhone, watching Kio watching videos and singing along and cheering her on. I can’t imagine depriving us of these ways of connecting with her.

The (Unfounded) War on Screens

The anti-screen narrative can sometimes read like the War on Drugs. Perhaps the best example is Glow Kids, in which Nicholas Kardaras tells us that screens deliver a dopamine rush rather like sex. He calls screens “digital heroin” and uses the term “addiction” when referring to children unable to self-regulate their time online.

More sober (and less breathlessly alarmist) assessments by child psychologists and data analysts offer a more balanced view of the impact of technology on our kids. Psychologist and baby observer Alison Gopnik, for instance, notes: “There are plenty of mindless things that you could be doing on a screen. But there are also interactive, exploratory things that you could be doing.” Gopnik highlights how feeling good about digital connections is a normal part of psychology and child development. “If your friends give you a like, well, it would be bad if you didn’t produce dopamine,” she says.

Other research has found that the impact of screens on kids is relatively small, and even the conservative AAP says that cases of children who have trouble regulating their screen time are not the norm, representing just 4 percent to 8.5 percent of US children. This year, Andrew Przybylski and Amy Orben conducted a rigorous analysis of data on more than 350,000 adolescents and found a nearly negligible effect on psychological well-being at the aggregate level.

In their research on digital parenting, Sonia Livingstone and Alicia Blum-Ross found widespread concern among parents about screen time. They posit, however, that “screen time” is an unhelpful catchall term and recommend that parents focus instead on quality and joint engagement rather than just quantity. The Connected Learning Lab’s Candice Odgers, a professor of psychological sciences, reviewed the research on adolescents and devices and found as many positive as negative effects. She points to the consequences of unbalanced attention on the negative ones. “The real threat isn’t smartphones. It’s this campaign of misinformation and the generation of fear among parents and educators.”

We need to immediately begin rigorous, longitudinal studies on the effects of devices and the underlying algorithms that guide their interfaces and their interactions with and recommendations for children. Then we can make evidence-based decisions about how these systems should be designed, optimized for, and deployed among children, and not put all the burden on parents to do the monitoring and regulation.

My guess is that for most kids, this issue of screen time is statistically insignificant in the context of all the other issues we face as parents—education, health, day care—and for those outside my elite tech circles even more so. Parents like me, and other tech leaders profiled in a recent New York Times series about tech elites keeping their kids off devices, can afford to hire nannies to keep their kids off screens. Our kids are the least likely to suffer the harms of excessive screen time. We are also the ones least qualified to be judgmental about other families who may need to rely on screens in different ways. We should be creating technology that makes screen entertainment healthier and fun for all families, especially those who don’t have nannies.

I’m not ignoring the kids and families for whom digital devices are a real problem, but I believe that even in those cases, focusing on relationships may be more important than focusing on controlling access to screens.

Keep It Positive

One metaphor for screen time that my sister uses is sugar. We know sugar is generally bad for you and has many side effects and can be addictive to kids. However, the occasional bonding ritual over milk and cookies might have more benefit to a family than an outright ban on sugar. Bans can also backfire, fueling binges and shame as well as mistrust and secrecy between parents and kids.

When parents allow kids to use computers, they often use spying tools, and many teens feel parental surveillance is invasive to their privacy. One study showed that using screen time to punish or reward behavior actually increased net screen time use by kids. Another study by Common Sense Media shows what seems intuitively obvious: Parents use screens as much as kids. Kids model their parents—and have a laserlike focus on parental hypocrisy.

In Alone Together, Sherry Turkle describes the fracturing of family cohesion because of the attention that devices get and how this has disintegrated family interaction. While I agree that there are situations where devices are a distraction—I often declare “laptops closed” in class, and I feel that texting during dinner is generally rude—I do not feel that iPhones necessarily draw families apart.

In the days before the proliferation of screens, I ran away from kindergarten every day until they kicked me out. I missed more classes than any other student in my high school and barely managed to graduate. I also started more extracurricular clubs in high school than any other student. My mother actively supported my inability to follow rules and my obsessive tendency to pursue my interests and hobbies over those things I was supposed to do. In the process, she fostered a highly supportive trust relationship that allowed me to learn through failure and sometimes get lost without feeling abandoned or ashamed.

It turns out my mother intuitively knew that it’s more important to stay grounded in the fundamentals of positive parenting. “Research consistently finds that children benefit from parents who are sensitive, responsive, affectionate, consistent, and communicative” says education professor Stephanie Reich, another member of the Connected Learning Lab who specializes in parenting, media, and early childhood. One study shows measurable cognitive benefits from warm and less restrictive parenting.

When I watch my little girl learning dance moves from every earworm video that YouTube serves up, I imagine my mother looking at me while I spent every waking hour playing games online, which was my pathway to developing my global network of colleagues and exploring the internet and its potential early on. I wonder what wonderful as well as awful things will have happened by the time my daughter is my age, and I hope a good relationship with screens and the world beyond them can prepare her for this future."
joiito  parenting  screentime  mimiito  techology  screens  children  alisongopnik  2019  computers  computing  tablets  phones  smartphones  mobile  nicholaskardaras  addiction  prohibition  andrewprzybylski  aliciablum-ross  sonialvingstone  amyorben  adolescence  psychology  candiceodgers  research  stephaniereich  connectedlearning  learning  schools  sherryturkle  trust 
march 2019 by robertogreco
Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube
"Proponents of standardized testing and privatization in education have sought to prove their effectiveness in improving education with an abundance of evidence. These efforts, however, can have dangerous side effects, causing long-lasting damage to children, teachers, and schools. Yong Zhao, Foundation Distinguished Professor in the School of Education at the University of Kansas, will argue that education interventions are like medical products: They can have serious, sometimes detrimental, side effects while also providing cures. Using standardized testing and privatization as examples, Zhao, author of the internationally bestselling Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World, will talk about his new book on why and how pursuing a narrow set of short-term outcomes causes irreparable harm in education."
yongzhao  2018  schools  schooling  pisa  education  testing  standardizedtesting  standardization  china  us  history  testscores  children  teaching  howweteach  howwelearn  sideeffects  privatization  tims  math  reading  confidence  assessment  economics  depression  diversity  entrepreneurship  japan  creativity  korea  vietnam  homogenization  intolerance  prosperity  tolerance  filtering  sorting  humans  meritocracy  effort  inheritance  numeracy  literacy  achievementgap  kindergarten  nclb  rttt  policy  data  homogeneity  selectivity  charterschools  centralization  decentralization  local  control  inequity  curriculum  autonomy  learning  memorization  directinstruction  instruction  poverty  outcomes  tfa  teachforamerica  finland  singapore  miltonfriedman  vouchers  resilience  growthmindset  motivation  psychology  research  positivepsychology  caroldweck  intrinsicmotivation  choice  neoliberalism  high-stakestesting 
march 2019 by robertogreco
The Trouble with Knowledge | Shikshantar
"First Main Trouble with Knowledge and Education is Dishonesty

I do believe that one aspect which characterizes education, development and the production and dissemination of knowledge, in today’s world, is the lack of intellectual honesty. This belief is an outcome of reflecting on my experience during my school and university years and my almost 40 years of work. The dishonesty is connected to the values, which govern the thinking and practice in the fields of education, knowledge and development (mirroring the values in dominant societies and serving mainly the lifestyle of consumerism): control, winning, profit, individualism and competition. Having a syllabus and textbooks, and evaluating and judging people (students, teachers, administrators, and academics) through linear forms of authority and through linear symbolic values (such as arbitrary letters or grades or preferential labels), almost guarantee cheating, lack of honesty, and lack of relevance. (The recent reports that cheating and testing are on the rise in the Maryland and Chicago areas are just one example that came up to the surface. And of course teachers, principles and superintendents were blamed and had to pay the price.) I taught many years and put exams both at the level of classrooms and at the national level, and I labored and spent a lot of time and effort in order to be fair. But, then, I discovered that the problem is not in the intentions or the way we conduct things but, rather, in the values that run societies in general and which are propagated by education, development and knowledge -- among other venues. Thus, the main trouble with knowledge and education, is not so much their irrelevance or process of selection or the issue of power (though these are definitely part of the trouble) as it is with the lack of intellectual honesty in these areas. Giving a number or a letter to measure a human being is dishonest and inhuman; it is a degrading to the human mind and to human beings. Grading, in this sense, is degrading. It is one of the biggest abuses of mathematics in its history! Moreover, as long as the above-mentioned values remain as the governing values, education will continue to be fundamentally an obstacle to learning. Under these conditions, talking about improving or reforming education is naïve at best and hypocritical at worst. At most, it would touch a very small percentage of the student population in any particular region. Of course, we can go on putting our heads in the sand and refusing to see or care. But one main concern I will continue to have is what happens to the 80 some pecent of students whom the “compulsory suit” does not fit. Why imposing the same-size suit on all bodies sounds ridiculous but imposing the same curriculum on all minds does not?! The human mind is definitely more diverse that the human body.

Labeling a child as a “failure” is a criminal act against that child. For a child, who has learned so much from life before entering school, to be labeled a failure, just because s/he doesn’t see any sense in the mostly senseless knowledge we offer in most schools, is unfair – to say the least; it is really outrageous. But few of us around the world seem to be outraged, simply because we usually lose our senses in the process of getting educated. We are like those in Hans Christian Anderson’s story that lost their ability to see and had to be reminded by the little child that the emperor is without clothes.

Most people in the educational world (students, teachers, administrators, scholars, suprintendents, …) are dishonest (often without realizing it) either because we are too lazy to reflect on and see the absurdities in what we are doing (and just give to students what we were given in schools and universities, or during training courses and enrichment seminars!), or because we are simply afraid and need to protect ourselves from punishment or from being judged and labeled as inept or failures. This dishonesty prevails at all levels. I had a friend who was working in a prestigious university in the U.S. and who often went as an educational consultant and expert to countries to “improve and develop” their educational systems. Once, when he was on his way to Egypt as a consultant to help in reforming the educational system there, I asked him, “Have you ever been to Egypt?” He said no. I said, “Don’t you find it strange that you don’t know Egypt but you know what is good for it?!” Obviously, the richness, the wisdom and the depth of that 7000-year civilization is totally ignored by him, or more accurately, cannot be comprehended by him. Or, he may simply believe in what Kipling believed in in relation to India: to be ruled by Britain was India’s right; to rule India was Britain’s duty! In a very real sense, that friend of mine does not only abstract the theories he carries along with him everywhere but also abstracts the people by assuming that they all have the same deficits and, thus, the same solution – and that he has the solution.

Let’s take the term “sustainable development,” for example, which is widely used today and it is used in the concept paper for this conference. If we mean by development what we see in “developed” nations, then sustainable development is a nightmare. If we all start consuming, for example, at the rate at which “developed” nations currently do, then (as a friend of mine from Mexico says) we need at least five planets to provide the needed resources and to provide dumping sites for our waste! If “developing” nations consume natural resources (such as water) at the same rate “developed” nations do, such resources would be depleted in few years! Such “development” would be destructive to the soil of the earth and to the soil of cultures, both of which nurture and sustain human beings and human societies. The price would be very high at the level of the environment and at the level of beautiful relationships among people. Thus, those who believe in sustainable development (in its current conception and practice) are either naïve or dishonest or right out indifferent to what happens to nature, to beautiful relationship among people, and to the joyful harmony within human beings and between them and their surroundings. Nature and relationships among human beings are probably the two most precious treasures in life; the most valuable things human beings have. The survival of human and natural diversity (and even of human communities) are at stake here.

We do not detect dishonesty in the fields of education, knowledge and development because usually we are protected (in scools) from having much contact with life, through stressing verbal, symbolic and technical “knowledge,” through avoiding people’s experiences and surroundings, through the means we follow in evaluating people, and through ignoring history (history of people, of ideas, …). The main connection most school textbooks have with life is through the sections that carry the title “applications” – another instance of dishonesty. During the 1970s, for example, and as the head supervisor of math instruction in all the schools of the West Bank (in Palestine), one question I kept asking children was “is 1=1?” 1=1 is true in schoolbooks and on tests but in real life it has uses, abuses and misuses, but no real instances. We abstract apples in textbooks and make them equal but in real life there is no apple which is exactly equal to another apple. The same is true when we say that Newton discovered gravity. Almost every child by the age of one discovers it. (When my grandson, for example, was 15 months old, I was watching him once pick up pieces of cereal and put them in his mouth. Everytime he lost a piece, he would look for it down, never up!) By teaching that Newton discovered gravity, we do not only lie but also fail to clarify Newton’s real contribution. Similarly with teaching that Columbus discovered America …. Everyone of us can give tens of examples on dishonesty in the way we were taught and the way we teach."



"Second Main Trouble with Knowledge and Education: Lack of Connection with the Lives of the Social Majorities in the World"



"Building Learning Societies

From what has been said so far, two main approaches to knowledge and learning can be identified: (1) learning by doing; i.e. by the person being embedded in life, in one’s cultural soil. In this approach, learning is almost synonymous to living, and (2) the formal approach, which usually starts with ready pre-prepared content (usually fragmented into several subjucts, and usually put together in the absence of the two most important “actors” in learning: teachers and students). This approach also embodies tests and grades."



"Finally, I would like to affirm -- as a form of summary -- certain points, and point out to the need of dismantling others:

1. We need to dismantle the claim that learning can only take place in schools.

2. We need to dismantle the practice of separating students from life For at least 12 years) and still claim that learning is taking place.

3. We need to dismantle the assumption/ myth that teachers can teach what they don’t do.

4. We need to dismantle the myth that education can be improved through professionals and experts.

5. We need to dismantle the hegemony of words like education, development, progress, excellence, and rights and reclaim, instead, words like wisdom, faith, generosity, hope, learning, living, happiness, and duties.

6. We need to affirm that the vast mojority of people go to school not to learn but to get a diploma. We need to create diverse environments of learning.

7. We need to affirm our capacity for doing and learning, not for getting degrees.

8. We need to affirm and regain the concept and practice of “learning from the world,” not “about the world.”

9. We need to affirm that people are the real solution, not the obstacle and … [more]
munirfasheh  education  unschooling  schooling  schooliness  deschooling  diplomas  credentials  wisdom  degrees  faith  honesty  generosity  hope  learning  howwelearn  love  loving  lving  happiness  duties  duty  development  progress  excellence  rights  schools  community  learningcommunities  lcproject  openstudioproject  grades  grading  assessment  dishonesty  culture  society  hegemony  knowledge  influence  power  colonization  globalization  yemen  israel  palestine  humanism  governance  government  policy  politics  statism  children  egypt  india  westbank  religion  cordoba  cordova  gaza  freedom  failure  labeling  canon 
february 2019 by robertogreco
On Instagram, Seeing Between the (Gender) Lines - The New York Times
"SOCIAL MEDIA HAS TURNED OUT TO BE THE PERFECT TOOL FOR NONBINARY PEOPLE TO FIND — AND MODEL — THEIR UNIQUE PLACES ON THE GENDER SPECTRUM."



"Around the same time, Moore became aware of a performance-and-poetry group (now disbanded) called Dark Matter. Moore became transfixed by videos of one of its members, Alok Vaid-Menon, who was able to eloquently dismiss conventional notions of gender, particularly the idea that there are only two. Seeing people like Vaid-Menon online gave Moore the courage to reconsider how they approached gender. Moore began experimenting with their outward appearance. Before Moore changed the pronoun they used, Moore had favored a more masculine, dandy-like aesthetic — close-cropped hair, button-down shirts and bow ties — in large part to fit in at work. Moore began wearing their hair longer and often chose less gender-specific clothing, like T-shirts or boxy tops, which felt more natural and comfortable to them. Vaid-Menon’s assuredness, Moore said, “boosted my confidence in terms of defining and asserting my own identity in public spaces.”

A shift in technology emboldened Moore, too. In 2014, Facebook updated its site to include nonbinary gender identities and pronouns, adding more than 50 options for users who don’t identify as male or female, including agender, gender-questioning and intersex. It was a profound moment for Moore. “They had options I didn’t even know about,” Moore told me. That summer, Moore selected “nonbinary,” alerting their wider social spheres, including childhood friends and family members who also used the site. For Moore, it saved them some of the energy of having to explain their name and pronoun shift. Moore also clarified their gender pronouns on Instagram. “I wrote it into my profile to make it more explicit.” To some, the act might seem small, but for Moore, their identity “felt crystallized, and important.”

Several societies and cultures understand gender as more varied than just man or woman, but in the United States, a gender binary has been the norm. “In our cultural history, we’ve never had anything close to a third category, or even the notion that you could be in between categories,” said Barbara Risman, a sociology professor at the University of Illinois at Chicago. Risman, who recently published a book called “Where the Millennials Will Take Us: A New Generation Wrestles With the Gender Structure,” contrasted her early research with what she is seeing now. Few of the people she interviewed for the book in 2012 and 2013 were openly using nongendered pronouns, if they even knew about them. Just four years later, she began researching nonbinary young adults because the landscape had changed so radically. “It was reflexive with their friends at school, social groups. Many colleges classes start out with ‘Name, major and preferred pronouns,’ ” Risman told me. In Risman’s experience, it used to take decades to introduce new ideas about sex, sexuality or gender, and even longer for them to trickle upstream into society. “What’s fascinating is how quickly the public conversation has led to legal changes,” Risman said. California and Washington, among others, now allow people to select “x” as their gender, instead of “male” or “female,” on identity documents. “And I am convinced that it has to do with — like everything else in society — the rapid flow of information.”

Helana Darwin, a sociologist at the State University of New York at Stony Brook who began researching nonbinary identities in 2014, found that the social-media community played an unparalleled role in people’s lives, especially those who were geographically isolated from other nonbinary people. “Either they were very confused about what was going on or just feeling crushingly lonely and without support, and their online community was the only support in their lives,” Darwin told me. “They turned to the site to understand they aren’t alone.” Most of her subjects said social media was instrumental in deepening their understanding of their identities. “A 61-year-old person in my sample told me that they lived the vast majority of their life as though they were a gay man and was mistaken often as a drag queen after coming out. They didn’t discover nonbinary until they were in their 50s, and it was a freeing moment of understanding that nothing is wrong. They didn’t have to force themselves into the gay-man or trans-woman box — they could just be them. They described it as transcendent.”

When Darwin began her study four years ago, she was shocked to discover that the body of research on nonbinary people was nearly nonexistent. “Even as nonbinary people are becoming increasing visible and vocal, there were still only a handful of articles published in the field of sociology that were even tangentially about nonbinary people and even fewer that were explicitly about nonbinary people.” What little research there was tended to lump the nonbinary experience into trans-woman and trans-man experience, even though all signs pointed to deep differences. The void in the field, she thinks, was due to society’s reliance on the notion that all humans engage in some sense of gender-based identity performance, which reaffirms the idea that gender exists. “There was an academic lag that isn’t keeping with the very urgent and exponentially profound gender revolution happening in our culture.”

Her research found that social media is a gathering place for discussing the logistics of gender — providing advice, reassurance and emotional support, as well as soliciting feedback about everything from voice modulation to hairstyles. The internet is a place where nonbinary people can learn about mixing masculine and feminine elements to the point of obscuring concrete identification as either. As one person she interviewed put it, “Every day someone can’t tell what I am is a good day.”

Nearly everyone Darwin interviewed remarked about the power of acquiring language that spoke to their identity, and they tended to find that language on the internet. But Harry Barbee, a nonbinary sociologist at Florida State University who studies sex, gender and sexuality, cautioned against treating social media as a curative. “When the world assumes you don’t exist, you’re forced to define yourself into existence if you want some semblance of recognition and social viability, and so the internet and social media helps achieve this,” Barbee said. “But it’s not a dream world where we are free to be you and me, because it can also be a mechanism for social control.” Barbee has been researching what it means to live as nonbinary in a binary world. Social media, Barbee said, is “one realm where they do feel free to share who they are, but they’re realistic about the limitations of the space. Even online, they are confronted by hostility and people who are telling them they’re just confused or that makes no sense, or want to talk to them about their genitals.”"



"Psychologists often posit that as children, we operate almost like scientists, experimenting and gathering information to make sense of our surroundings. Children use their available resources — generally limited to their immediate environment — to gather cues, including information about gender roles, to create a sense of self. Alison Gopnik, a renowned philosopher and child psychologist, told me that it’s not enough to simply tell children that other identities or ways of being exist. “That still won’t necessarily change their perspective,” she said. “They have to see it.”

In her 2009 book, “The Philosophical Baby,” Gopnik writes that “when we travel, we return to the wide-ranging curiosity of childhood, and we discover new things about ourselves.” In a new geographic area, our attention is heightened, and everything, from differently labeled condiments to streetwear, becomes riveting. “This new knowledge lets us imagine new ways that we could live ourselves,” she asserts. Flying over feeds in social media can feel like viewing portholes into new dimensions and realities, so I asked Gopnick if it’s possible that social media can function as a foreign country, where millions of new ideas and identities and habitats are on display — and whether that exposure can pry our calcified minds open in unexpected ways. “Absolutely,” she said. “Having a wider range of possibilities to look at gives people a sense of a wider range of possibilities, and those different experiences might lead to having different identities.”

When we dive into Instagram or Facebook, we are on exploratory missions, processing large volumes of information that help us shape our understanding of ourselves and one another. And this is a country that a majority of young adults are visiting on a regular basis. A Pew study from this year found that some 88 percent of 18-to-29-year-olds report using some form of social media, and 71 percent of Americans between ages 18 and 24 use Instagram. Social media is perhaps the most influential form of media they now have. They turn to it for the profound and the mundane — to shape their views and their aesthetics. Social media is a testing ground for expression, the locus of experimentation and exploration — particularly for those who cannot yet fully inhabit themselves offline for fear of discrimination, or worse. Because of that, it has become a lifeline for many people struggling to find others just like them."



"Although social media generally conditions users to share only their highlights — the success reel of their lives — Vaid-Menon thinks it’s important to share the reality of living in a gender-nonconforming body; they want people to understand what the daily experience can be like. “The majority of nonbinary, gender-nonconforming cannot manifest themselves because to do so would mean violence, death, harassment and punishment,” Vaid-Menon told me. … [more]
jennawortham  2018  instagam  internet  web  online  gender  gendernonconforming  culture  us  alisongopnik  maticemoore  alokvaid-memon  barbararisman  helanadarwin  psychology  learning  howwelearn  nonbinary  sexuality  jacobtobia  pidgeonpagonis  danezsmith  akwaekeemezi  jonelyxiumingaagaardandersson  ahomariturner  raindove  taylormason  asiakatedillon  twitter  instagram  children  dennisnorisii  naveenbhat  elisagerosenberg  sevaquinnparraharrington  ashleighshackelford  hengamehyagoobifarah  donaldtrump  socialmedia  socialnetworks  discrimination  fear  bullying  curiosity  childhood  identity  self  language 
february 2019 by robertogreco
Love what you do in front of the kids in your life
"“Your kids… They don’t remember what you try to teach them. They remember what you are.”
—Jim Henson

“Attitudes are caught, not taught.”
—Fred Rogers

Fiona Apple once admitted that she doesn’t want kids, but she spends a lot of time buying and reading parenting books. The interviewer said, “So you’re the parent and the child.” Apple replied, “Well, I mean, you always have to be.”

Every time I read a piece like Pamela Paul’s “Let Children Get Bored Again,” I want to cross out the word “children” and write “us.”

Let children us get bored again.
Let children us play.
Let children us go outside.

Etc.

The problem with parenting tips is that the best way to help your children become the kind of person you want them to be is by surrounding them with the kinds of people you want them to be. This includes you.

You can’t tell kids anything. Kids want to be like adults. They want to do what the adults are doing. You have to let them see adults behaving like the whole, human beings you’d like them to be.

If we want to raise whole human beings, we have to become whole human beings ourselves.

This is the really, really hard work.

Want your kids to read more? Let them see you reading every day.

Want your kids to practice an instrument? Let them see you practicing an instrument.

Want your kids to spend more time outside? Let them see you without your phone.

There’s no guarantee that your kids will copy your modeling, but they’ll get a glimpse of an engaged human. As my twitter pal, Lori Pickert, author of Project-Based Homeschooling, tweeted a few years ago:
parents keep trying to push their kids toward certain interests when it works so much better to just dig into those interests yourself

oh, wait .. those aren’t YOUR interests? so you don’t want to dig into them? they aren’t your child’s interests either; why would THEY?

joyfully dig into your own interests and share all the ensuing wins, frustrations, struggles, successes

let your kids love what they love

when you share your learning and doing, you don’t make them also love (whatever); you DO show them how great it is to do meaningful work

If you spend more time in your life doing the things that you love and that you feel are worthwhile, the kids in your life will get hip to what that looks like.

“If adults can show what they love in front of kids, there’ll be some child who says, ‘I’d like to be like that!’ or ‘I’d like to do that!’” said Fred Rogers. He told a story about a sculptor in a nursery school he was working in when he was getting his master’s degree in child development:

[video: "Mister Rogers - attitudes are caught, not taught"
https://www.youtube.com/watch?v=BDojoOiKLuc]
There was a man who would come every week to sculpt in front of the kids. The director said, “I don’t want you to teach sculpting, I want you to do what you do and love it in front of the children.” During that year, clay was never used more imaginatively, before or after…. A great gift of any adult to a child, it seems to me, is to love what you do in front of the child. I mean, if you love to bicycle, if you love to repair things, do that in front of the children. Let them catch the attitude that that’s fun. Because you know, attitudes are caught, not taught.”

It’s like a Show Your Work! lesson for parenting: Show the kids in your life the work that you love."
workinginpublic  children  parenting  howeteach  howwelearn  education  learning  examples  loripickert  fionaapple  jimhenson  fredrogers  pamelapaul  austinkleon  modeling  interests  openstudioproject  lcproject  sfsh  tcsnmy  passion 
february 2019 by robertogreco
UNBORED: The Essential Field Guide to Serious Fun
"The UNBORED team — coauthors Josh Glenn and Elizabeth Foy Larsen, and designer Tony Leone — are friends who got tired of lamenting the fact that we couldn’t find any activity books for families who enjoy getting unbored both indoors and outdoors, online and offline. So we decided to make one.

Our inspiration? Do-it-yourself guides from the 1970s like The Whole Earth Catalog, maker/builder websites like Instructables and Make, parenting blogs, old scouting manuals, and even Neal Stephenson's sci-fi novel The Diamond Age.

In creating our first book we drew on our own memories of childhood — the made-up games we played, the rhymes we used to figure out who was “It,” the handicrafts we enjoyed, you name it. We also drew on our experiences as parents of kids growing up in the 21st century… with the Internet and smartphones and apps. And we roped in a couple dozen scientist, activist, and maker friends to help out, too. Perhaps most importantly, we recruited three very talented artists — Mister Reusch, Heather Kasunick, and Chris Piascik — to contribute hundreds of illustrations."



"UNBORED GAMES
2014
Paperback, 176 pages

In the fall of 2014, Bloomsbury published the paperback UNBORED Games. In its 176 (full-color, richly illustrated) pages, you’ll find the rules to dozens of indoor, outdoor, online and offline games, including: back of the classroom games, bike rodeo games, jump rope games, alternate reality games, clapping games, apps and videogames, secret-rules games, drawing games, rock-paper-scissors games, card and dice games, backyard games, guerrilla kindness games, stress-relieving games, and geo-games.

PLUS
Expert essays by gamers Chris Dahlen, Catherine Newman, Stephen Duncombe, and Richela Fabian Morgan; Best Ever lists; DIY game-building projects; Secret History Comics; Q&As with Apps for Kids podcasters Mark and Jane Frauenfelder, Anomia inventor Andrew Innes, and others; Train Your Grownup features; classic literature excerpts; and brain-teasing Mindgames."



"Our second book received glowing reviews, too. (For example, the Minneapolis Star-Tribune described it as “chock-full of smart, totally not-lame ideas to amuse and give the brain a workout.”) So our team set to work on a third book…"



"UNBORED Adventure
2015
Paperback, 176 pages

In the fall of 2015, Bloomsbury published the paperback UNBORED Adventure. In its 176 (full-color, richly illustrated) pages, you’ll find adventure apps, adventure gear, adventure skills (from building a fire to open-mindedness), adventure-building projects (e.g., bean shooter, box kite, ghillie poncho, paracord bracelet, upcycled raft), indoor adventures (e.g., sewing your own ditty bag, survival origami), instant adventures, and outdoor adventures (from the pervasive game Assassin to fire-pit recipes to shootin’ craps).

PLUS
Expert essays by adventurers Chris Spurgeon, BikeSnobNYC, Catherine Newman, and Liz Lee Heinecke; Best Ever lists; Secret History Comics; Q&As with Joshua Foer and Dylan Thuras of Atlas Obscura, Playborhood author Mike Lanza, and urban biking activist Elly Blue, among others; Train Your Grownup features; and classic lit excerpts."



"Our third book was also well-received. We think it’s our best book yet! But a whole new phase of the UNBORED project was just beginning…"



"UNBORED ACTIVITY KITS [x4, so far]…
Unbored Disguises…
Unbored Treasure Hunt…
UNBORED Carnival kit…
UNBORED Time Capsule…"
books  children  classideas  parenting  fun  creativity  elizabethfoylarsen  joshglenn  nealstephenson  wholeearthcatalog  play  games  gaming  adventure 
february 2019 by robertogreco
Agile Learning Centers, Liberated Learners, and Sudbury Schools: What’s the Difference? | Alliance for Self-Directed Education
"An exploration of three popular models for supporting self-directed learners.

Table of Contents
A Brief History
Is it a School?
Core Values
What’s Required?
Conflict Resolution
Who Makes the Decisions, and How?
Classes, Activities, Mentorship, and Asking for Help
Graduation
Conclusion: What’s the Same?"
blakeboles  unschooling  deschooling  schools  alternative  sudburyschools  agilelearningcenters  liberatedlearners  northstar  education  children  2018  democracy  democratic  freeschools  values  conflictresolution  authority  history  decisionmaking  teaching  howwelearn  learning  self-directed  self-directedlearning  agilelearning  lcproject  openstudioproject 
february 2019 by robertogreco
Interview: Earl Sweatshirt ["Earl Sweatshirt Fights Off Bad Vibes On Some Rap Songs he finds new ways to be himself."]
"As a poet’s son, Earl is serious about the stewardship of the oral tradition. Rappers are descendants of the African griots, Sweatshirt reasons. He worries about the ramifications of the generational disconnect that’s rending a schism between rap fans in their 30s and 40s and fans in their 20s over modern vagaries like triplet flows and trap drum sounds. In our first talk, which happened on a tense, uncertain Election Day afternoon, Earl was both miffed about a Twitter row where rap fans scoffed at Genius head of A&R Rob Markman’s suggestion that the Texas vet Scarface is a top-five hip-hop talent and excited to link the fun-house grunts and ad-libs of Playboi Carti’s Die Lit back to the climate of amateurish discovery at the dawn of hip-hop. Division is a two-way street; Earl wishes younger hip-hop fans had a greater interest in the classics, and he thinks older ones have a responsibility to behave more responsibly. (Asked about the year in Kanye West and Eminem media gaffes, Earl offered a withering line: “You can tell who really just started using the internet.”) When I caught up with him again a few weeks later, he opened up about the tough year in his family, the change in his creative process, and his dueling appreciations for Dilla and OVO production. You’d be hard-pressed to find another rap diehard with the same depth of knowledge and even-handed sense of intergenerational connectedness in 2018. “I only get better with time,” he promises in “Azucar.”"



"It takes the discourse up a notch. It’s not for the sake of exclusivity. It’s not to alienate anyone, but it does demand a kind of basic musical knowledge, whether it’s intuitive or learned over time. Yeah, it’s more human. Sometimes it takes people more time to get into that human bag. I always just revert back to when I was younger because that’s when you haven’t learned so much, and all this bullshit hasn’t become, like, calloused on your brain. I go off what would make me soar in my room by myself as a child. And it’s often more complex than what you’ll do sitting there taking yourself seriously as some smart adult. Just, like, some fucking technical wizard or scientist, you know what I mean?"



"Talk to me about feeling disconnected from your older raps. Is it difficult to perform stuff that you made when you were in an angrier place?
Yeah. Some of the stuff. I mean, I’m 24, bro. The shit that I’m performing spans from when I was 18 to now. So, there’s a difference in perspective and the information I had and the fuckin’ attitude, the way I wrote even. You say you noticed the difference, how I wrote more technically? I’ve had to relearn some of these tongue twisters that I left for myself. So I’m really excited to be performing new shit, because it provides a more honest and whole picture of the person that is standing in front of people, because I can actually be myself in real time. I don’t have hits to fall back on. I got to go into, like, a personal bag. So, I only rely on meaning what I say.

How do you feel like you’re different now? Are you in a better space? Earlier in the year, we got word that you canceled some tour dates, and you were saying there was depression. Is that something you’ve worked through?
I’m working on it, man. It’s a day-to-day thing. For a long time this year, I was still kind of in shock and still can be shocked by the fact that my dad died. That shit really threw me the fuck off.

It’s something you don’t plan for, and it’s something that can take months to understand. I lost mine at the top of the decade, and it’s not normal. It’s not a thought process that you get used to. And especially at your age.
Yeah, it really fucked me up. We make movies in our heads, you know? Where this happens. And then this happens as a result of that. It’s kind of like … having faith, I guess. It’s like, I know this is going to happen. So, then when that shit happened with my pops … I talked to my brother, who I saw was doing better. He’s about eight years older than me. He was at a different place with my pops, and I remember asking him like, “Yo, how do you — you know — we know the same nigga, like … how are you not as mad as me?” This nigga was like, “Because I had to come back as an adult and spend time with him as an adult.” I did work with the intention of being able to come back literally this year, at the top of this year. I’d finally pledged, like, “I’m going home. I can do it. I can see this.” And he died. Going through that existential thing, plus other existential elements of my pops, him being a public figure, the public figure that he is. And then being Earl Sweatshirt on top of it?"
earlsweatshirt  2018  oddfuture  music  ofwgkta  hiphop  rap  keorapetsekgositsile  thebenerudakgositsile  denmarkvessey  neoteny  polish  learning  unlearning  children 
january 2019 by robertogreco
Viewtiful Muni – Mc Allen – Medium
"As the Chronicle gears up for a mysterious Total Muni Sequel, Peter reached out to subscribers for input on ranking the best–and worst–of San Francisco’s Muni lines. I threw my hat enthusiastically into the ring by proposing an entire route of Muni lines which offer stunning views of the city. I haven’t actually tried to complete this route, which involves ten transfers and nearly eight miles of walking. I think it’s possible as a whole day trip beginning at dawn and finishing after dark. I tweeted step by step directions, but twitter doesn’t make it exactly read-able, so I thought I’d make it more accessible as a post here. And I made a map!"

[See also:
https://www.sfchronicle.com/news/article/The-5-best-Muni-lines-in-San-Francisco-your-13559760.php ]
sanfrancisco  classideas  muni  2019  mcallen  buses  tains  publictransit  views  lcproject  openstudioproject  parenting  children  cv  transportation  adventuredays  tcsnmy  sfsh 
january 2019 by robertogreco
The Fight Over Football’s Future Is Now a Battle for California’s Soul - The Ringer
"So what will happen next? It’s possible that flag football will eventually displace tackle football among youth, and the numbers will go back up as we come to terms with the risks involved for those in high school and beyond; in fact, the case for youth flag football is increasingly being made by coaches and NFL veterans like John Madden and Drew Brees, who has said he won’t allow his own children to play tackle football until middle school. But without knowing how science might advance, or whether equipment might evolve, it’s also possible to imagine football becoming an increasingly regional sport that’s centered even more in the Southeast and is slowly de-emphasized on the West Coast. Within the past three years, Georgia has nearly overtaken California as the third-largest college football recruiting state in the country.

It’s easy to imagine football being played primarily by wealthy private schools or well-subsidized public schools that can afford to invest in the most expensive safety measures (and weather the changes in the insurance market), or by athletes from underprivileged communities who are seeking a way out. A school like Lowell, for instance, doesn’t need football to survive.

On the practice field, Danny Chan tells me that one of his best players sat out most of the year while in concussion protocol, citing this as proof that things aren’t the same as they used to be when all those 1960s and ’70s-era NFL players—whose brains wound up at Boston University—were in their prime. When that parent of his star running back pulled her child from football in 2017, Chan questioned why she didn’t lobby the city’s public schools to ban the sport altogether. Or do you only care about your own kid? he asked her.

This is the crux of the philosophical disagreement, one that bleeds into our modern political debate about paternalistic government overreach and the perceived existence of the “nanny state.” During my conversation with Archie, she points to car seats for children as an example of how our safety standards have evolved over time. And during my conversation with Rafter, he brings up car seats as a way of pointing out that we’ve adapted to modern standards without outlawing driving altogether. So whose responsibility is it to mitigate that risk, and how far should we go in mandating these safety measures? And what do we lose in making these choices?

“Football, in particular, offers communities things of value,” Rafter says. “It’s hard to measure, except through stories and testimonials. I can’t put it in a medical or scientific document. Nobody’s allowing us to have that conversation. But that’s a piece that would be a huge loss, in the worst-case scenario, in the state of California.”

The question, then, is whether you believe that those stories and testimonials depend on the existence of football, or that you feel they’re merely an echo of the communities themselves. Maybe football will someday reinvent itself in a progressive manner, the way it did at the turn of the 20th century. Maybe our cultural and scientific progress as a society means that we should eventually leave it behind. All those years ago, when Stanford and Cal dropped football in favor of rugby, Roberta J. Park wrote that the school’s presidents presumed they were promoting a safer game. But Park also made another, more curious observation: The games we play don’t really influence our morality. They just reflect who we are."
california  sports  football  americanfootball  2019  children  youth  teens  brain  health  rugby  history  athletics  parenting  activism  sanfrancisco  georgia  texas  florida 
january 2019 by robertogreco
Let’s Be Clear: Sudbury Valley School and “Un-schooling” Have NOTHING in Common | Sudbury Valley School
[See also this response: "SVS/Unschooling Controversy"
https://www.youtube.com/watch?v=22N5WaTXNrc ]

"All in all, the contrasts—perhaps better labeled as “contradictions”—between the principles underlying homeschooling and those of Sudbury Valley lead to an important outcome, that is well worth recognizing: for the most part, any marriage between the two ends up in an unpleasant parting of ways. From a recruitment point of view, it is always best for those involved in the admissions process at SVS to do their best to discourage unschoolers from enrolling, or at least warn them of the possible pitfalls of such a move. From the point of view of unschooling families thinking about finding an “unschooling school” where their children could spend time away from home, while still being basically homeschooled in the way the family would like them to be, it is always best to look somewhere else.

Actually, the most concise summing-up was given by the person who made homeschooling famous: John Holt. Here is what Pat Farenga, a leading advocate for homeschooling/unschooling, reported he learned from his mentor:

I’ve been asked to define unschooling since 1981. The simple answer I learned from John is unschooling is NOT school.

And, as John Holt himself informed us directly when he looked into our school at the time of its founding in 1968, unschooling is most certainly NOT Sudbury Valley School."
unschooling  deschooling  sudburyschools  education  2016  johnholt  self-directed  self-directedlearning  patfarenga  schools  schooling  learning  howwelearn  howweteach  children  parenting  homeschool  sudburyvalleyschool  lcproject  openstudioproject  sfsh  tcsnmy 
january 2019 by robertogreco
SVS/Unschooling Controversy - YouTube
"This is a commentary on the currently controversial article by Daniel Greenberg https://sudburyvalley.org/article/lets-be-clear-sudbury-valley-school-and-un-schooling-have-nothing-common . The article is not summarised during the commentary so it will be necessary to read it before listening. Further discussion is available to join on the forums at www.self-directed.org.

"Differences Between Self-Directed and Progressive Education" can be read here https://www.psychologytoday.com/us/comment/924407 . This commentary is offered by Jeanna L Clements in her private capacity and does not represent any other individual or collective. Please feel free to share. Thank you."
education  schools  schooling  sudburyschools  self-directed  self-directedlearning  progessive  petergray  je'annaclements  howwelearn  howweteach  teaching  learning  unschooling  homeschool  deschooling  montessori  northstar  agillearningcenters  agilelearning  tcsnmy  lcproject  openstudioproject  sfsh  jeannaclements  individualism  collective  collectivism  parenting  danielgreenberg  children  2018  johnholt  patfarenga  sudburyvalleyschool  agilelearningcenters 
january 2019 by robertogreco
Raising Free People | Raising Aware People #LRC2018 - YouTube
"What are your experiments with the intersection of Unschooling / Self Directed Education and Social Justice. And your understanding of this intersection. While, hey are inextricably linked, the practice of unschooling as social justice and raising aware people isn't widely understood, spoken about or shared.

So at Learning Reimagined 2018, we hosted an interactive panel discussion as an introduction to the relationship and practice of the two, with the hope that this will help participants and now viewers to think around these issues and to then discuss and share further in their communities and here with us online so we can learn too.

The panel consisted of a mix of young unschoolers and featured speakers (Akilah Richards, Bayo Akomolafe, Teresa Graham Brett) at Learning Reimagined 2018."

[from the Learning Reimagined 2018: Unschooling As Decolonisation conference conference: https://www.growingminds.co.za/learning-reimagined-conference-2018/ ]
unschooling  education  socialjustice  self-directed  self-directedlearning  akilahrichards  bavoakomolafe  teresagrahambrett  liberation  justice  zakiyyaismail  deschooling  learning  politics  southafrica  us  difference  scaffolding  parenting  poc  howwelearn  decolonization  2018  race  racism  inclusivity  conferences  lrc2018  bias  inclusion  community  privilege  kaameelchicktay  elitism  schools  schooling  indigeneity  class  classism  humanism  language  english  africa  colonization  agilelearningcenters  agilelearning  lcproject  openstudioproject  children 
january 2019 by robertogreco
Inequality - how wealth becomes power (1/2) | (Poverty Richness Documentary) DW Documentary - YouTube
"Germany is one of the world’s richest countries, but inequality is on the rise. The wealthy are pulling ahead, while the poor are falling behind.

For the middle classes, work is no longer a means of advancement. Instead, they are struggling to maintain their position and status. Young people today have less disposable income than previous generations. This documentary explores the question of inequality in Germany, providing both background analysis and statistics. The filmmakers interview leading researchers and experts on the topic. And they accompany Christoph Gröner, one of Germany’s biggest real estate developers, as he goes about his work. "If you have great wealth, you can’t fritter it away through consumption. If you throw money out the window, it comes back in through the front door,” Gröner says. The real estate developer builds multi-family residential units in cities across Germany, sells condominium apartments, and is involved in planning projects that span entire districts. "Entrepreneurs are more powerful than politicians, because we’re more independent,” Gröner concludes. Leading researchers and experts on the topic of inequality also weigh in, including Nobel-prize winning economist Joseph Stiglitz, economist Thomas Piketty, and Brooke Harrington, who carried out extensive field research among investors from the ranks of the international financial elite. Branko Milanović, a former lead economist at the World Bank, says that globalization is playing a role in rising inequality. The losers of globalization are the lower-middle class of affluent countries like Germany. "These people are earning the same today as 20 years ago," Milanović notes. "Just like a century ago, humankind is standing at a crossroads. Will affluent countries allow rising equality to tear apart the fabric of society? Or will they resist this trend?”"

[Part 2: https://www.youtube.com/watch?v=cYP_wMJsgyg

"Christoph Gröner is one of the richest people in Germany. The son of two teachers, he has worked his way to the top. He believes that many children in Germany grow up without a fair chance and wants to step in. But can this really ease inequality?

Christoph Gröner does everything he can to drum up donations and convince the wealthy auction guests to raise their bids. The more the luxury watch for sale fetches, the more money there will be to pay for a new football field, or some extra tutoring, at a children's home. Christoph Gröner is one of the richest people in Germany - his company is now worth one billion euros, he tells us. For seven months, he let our cameras follow him - into board meetings, onto construction sites, through his daily life, and in his charity work. He knows that someone like him is an absolute exception in Germany. His parents were both teachers, and he still worked his way to the top. He believes that many children in Germany grow up without a fair chance. "What we see here is total failure across the board,” he says. "It starts with parents who just don’t get it and can’t do anything right. And then there’s an education policy that has opened the gates wide to the chaos we are experiencing today." Chistoph Gröner wants to step in where state institutions have failed. But can that really ease inequality?

In Germany, getting ahead depends more on where you come from than in most other industrialized countries, and social mobility is normally quite restricted. Those on top stay on top. The same goes for those at the bottom. A new study shows that Germany’s rich and poor both increasingly stay amongst themselves, without ever intermingling with other social strata. Even the middle class is buckling under the mounting pressure of an unsecure future. "Land of Inequality" searches for answers as to why. We talk to families, an underpaid nurse, as well as leading researchers and analysts such as economic Nobel Prize laureate Joseph Stiglitz, sociologist Jutta Allmendinger or the economist Raj Chetty, who conducted a Stanford investigation into how the middle class is now arming itself to improve their children’s outlooks."]
documentary  germany  capitalism  economics  society  poverty  inequality  christophgröner  thomaspiketty  brookehrrington  josephstiglitz  neoliberalism  latecapitalism  brankomilanović  worldbank  power  influence  policy  politics  education  class  globalization  affluence  schools  schooling  juttaallmendinger  rajchetty  middleclass  parenting  children  access  funding  charity  charitableindustrialcomplex  philanthropy  philanthropicindustrialcomplex  status  work  labor  welfare  2018  geography  cities  urban  urbanism  berlin  immigration  migration  race  racism  essen  socialsegregation  segregation  success  democracy  housing  speculation  paulpiff  achievement  oligarchy  dynasticwealth  ownership  capitalhoarding  injustice  inheritance  charlottebartels  history  myth  prosperity  wageslavery  polarization  insecurity  precarity  socialcontract  revolution  sociology  finance  financialcapitalism  wealthmanagement  assets  financialization  local  markets  privateschools  publicschools  privatization 
january 2019 by robertogreco
How Millennials Became The Burnout Generation
[some follow-up notes here:
https://annehelen.substack.com/p/how-millennials-grew-up-and-burned
https://annehelen.substack.com/p/its-that-simple ]

[See also:

“Here’s What “Millennial Burnout” Is Like For 16 Different People: “My grandmother was a teacher and her mother was a slave. I was born burned out.””
https://www.buzzfeednews.com/article/annehelenpetersen/millennial-burnout-perspectives

“This Is What Black Burnout Feels Like: If the American dream isn’t possible for upwardly mobile white people anymore, then what am I even striving for?”
https://www.buzzfeednews.com/article/tianaclarkpoet/millennial-burnout-black-women-self-care-anxiety-depression

“Millennials Don’t Have a Monopoly on Burnout: This is a societal scourge, not a generational one. So how can we solve it?”
https://newrepublic.com/article/152872/millennials-dont-monopoly-burnout ]

"We didn’t try to break the system, since that’s not how we’d been raised. We tried to win it.

I never thought the system was equitable. I knew it was winnable for only a small few. I just believed I could continue to optimize myself to become one of them. And it’s taken me years to understand the true ramifications of that mindset. I’d worked hard in college, but as an old millennial, the expectations for labor were tempered. We liked to say we worked hard, played hard — and there were clear boundaries around each of those activities. Grad school, then, is where I learned to work like a millennial, which is to say, all the time. My new watchword was “Everything that’s good is bad, everything that’s bad is good”: Things that should’ve felt good (leisure, not working) felt bad because I felt guilty for not working; things that should’ve felt “bad” (working all the time) felt good because I was doing what I thought I should and needed to be doing in order to succeed."



"The social media feed — and Instagram in particular — is thus evidence of the fruits of hard, rewarding labor and the labor itself. The photos and videos that induce the most jealousy are those that suggest a perfect equilibrium (work hard, play hard!) has been reached. But of course, for most of us, it hasn’t. Posting on social media, after all, is a means of narrativizing our own lives: What we’re telling ourselves our lives are like. And when we don’t feel the satisfaction that we’ve been told we should receive from a good job that’s “fulfilling,” balanced with a personal life that’s equally so, the best way to convince yourself you’re feeling it is to illustrate it for others.

For many millennials, a social media presence — on LinkedIn, Instagram, Facebook, or Twitter — has also become an integral part of obtaining and maintaining a job. The “purest” example is the social media influencer, whose entire income source is performing and mediating the self online. But social media is also the means through which many “knowledge workers” — that is, workers who handle, process, or make meaning of information — market and brand themselves. Journalists use Twitter to learn about other stories, but they also use it to develop a personal brand and following that can be leveraged; people use LinkedIn not just for résumés and networking, but to post articles that attest to their personality (their brand!) as a manager or entrepreneur. Millennials aren’t the only ones who do this, but we’re the ones who perfected and thus set the standards for those who do.

“Branding” is a fitting word for this work, as it underlines what the millennial self becomes: a product. And as in childhood, the work of optimizing that brand blurs whatever boundaries remained between work and play. There is no “off the clock” when at all hours you could be documenting your on-brand experiences or tweeting your on-brand observations. The rise of smartphones makes these behaviors frictionless and thus more pervasive, more standardized. In the early days of Facebook, you had to take pictures with your digital camera, upload them to your computer, and post them in albums. Now, your phone is a sophisticated camera, always ready to document every component of your life — in easily manipulated photos, in short video bursts, in constant updates to Instagram Stories — and to facilitate the labor of performing the self for public consumption.

But the phone is also, and just as essentially, a tether to the “real” workplace. Email and Slack make it so that employees are always accessible, always able to labor, even after they’ve left the physical workplace and the traditional 9-to-5 boundaries of paid labor. Attempts to discourage working “off the clock” misfire, as millennials read them not as permission to stop working, but a means to further distinguish themselves by being available anyway.

“We are encouraged to strategize and scheme to find places, times, and roles where we can be effectively put to work,” Harris, the Kids These Days author, writes. “Efficiency is our existential purpose, and we are a generation of finely honed tools, crafted from embryos to be lean, mean production machines.”

But as sociologist Arne L. Kalleberg points out, that efficiency was supposed to give us more job security, more pay, perhaps even more leisure. In short, better jobs.

Yet the more work we do, the more efficient we’ve proven ourselves to be, the worse our jobs become: lower pay, worse benefits, less job security. Our efficiency hasn’t bucked wage stagnation; our steadfastness hasn’t made us more valuable. If anything, our commitment to work, no matter how exploitative, has simply encouraged and facilitated our exploitation. We put up with companies treating us poorly because we don’t see another option. We don’t quit. We internalize that we’re not striving hard enough. And we get a second gig."



"That’s one of the most ineffable and frustrating expressions of burnout: It takes things that should be enjoyable and flattens them into a list of tasks, intermingled with other obligations that should either be easily or dutifully completed. The end result is that everything, from wedding celebrations to registering to vote, becomes tinged with resentment and anxiety and avoidance. Maybe my inability to get the knives sharpened is less about being lazy and more about being too good, for too long, at being a millennial.

That’s one of the most ineffable and frustrating expressions of burnout: It takes things that should be enjoyable and flattens them into a list of tasks, intermingled with other obligations that should either be easily or dutifully completed. The end result is that everything, from wedding celebrations to registering to vote, becomes tinged with resentment and anxiety and avoidance. Maybe my inability to get the knives sharpened is less about being lazy and more about being too good, for too long, at being a millennial."



"In his writing about burnout, the psychoanalyst Cohen describes a client who came to him with extreme burnout: He was the quintessential millennial child, optimized for perfect performance, which paid off when he got his job as a high-powered finance banker. He’d done everything right, and was continuing to do everything right in his job. One morning, he woke up, turned off his alarm, rolled over, and refused to go to work. He never went to work again. He was “intrigued to find the termination of his employment didn’t bother him.”

In the movie version of this story, this man moves to an island to rediscover the good life, or figures out he loves woodworking and opens a shop. But that’s the sort of fantasy solution that makes millennial burnout so pervasive. You don’t fix burnout by going on vacation. You don’t fix it through “life hacks,” like inbox zero, or by using a meditation app for five minutes in the morning, or doing Sunday meal prep for the entire family, or starting a bullet journal. You don’t fix it by reading a book on how to “unfu*k yourself.” You don’t fix it with vacation, or an adult coloring book, or “anxiety baking,” or the Pomodoro Technique, or overnight fucking oats.

The problem with holistic, all-consuming burnout is that there’s no solution to it. You can’t optimize it to make it end faster. You can’t see it coming like a cold and start taking the burnout-prevention version of Airborne. The best way to treat it is to first acknowledge it for what it is — not a passing ailment, but a chronic disease — and to understand its roots and its parameters. That’s why people I talked to felt such relief reading the “mental load” cartoon, and why reading Harris’s book felt so cathartic for me: They don’t excuse why we behave and feel the way we do. They just describe those feelings and behaviors — and the larger systems of capitalism and patriarchy that contribute to them — accurately.

To describe millennial burnout accurately is to acknowledge the multiplicity of our lived reality — that we’re not just high school graduates, or parents, or knowledge workers, but all of the above — while recognizing our status quo. We’re deeply in debt, working more hours and more jobs for less pay and less security, struggling to achieve the same standards of living as our parents, operating in psychological and physical precariousness, all while being told that if we just work harder, meritocracy will prevail, and we’ll begin thriving. The carrot dangling in front of us is the dream that the to-do list will end, or at least become far more manageable.

But individual action isn’t enough. Personal choices alone won’t keep the planet from dying, or get Facebook to quit violating our privacy. To do that, you need paradigm-shifting change. Which helps explain why so many millennials increasingly identify with democratic socialism and are embracing unions: We are beginning to understand what ails us, and it’s not something an oxygen facial or a treadmill desk can fix.

Until or in lieu of a … [more]
capitalism  neoliberalism  millennials  burnout  chores  work  parenting  2019  annehelenpetersen  cv  society  us  performance  meritocracy  inequality  competition  labor  leisure  perfectionism  success  schooliness  helicopterparenting  children  academia  economics  genx  genz  generations  generationx  socialmedia  instagram  balance  life  living  gigeconomy  passion  self-care  self-optimization  exhaustion  anxiety  decisionmaking  congnitiveload  insecurity  precarity  poverty  steadiness  laziness  procrastination  helicopterparents  work-lifebalance  canon  malcolmharris  joshcohen  hustling  hustle  overwork  arnekalleberg  efficiency  productivity  workplace  email  adulting  personalbranding  linkedin  facebook  consumption  homelessness  context  behavior  generationz 
january 2019 by robertogreco
A year of drawing
"My son Jules woke up on Christmas last year and started drawing. He was 2. (His birthday is in March.)

Inspired by Sylvia Fein’s book Heidi’s Horse, which collects her daughters drawings from toddler to teenage years, I thought it’d be interesting to see how his drawings developed over the next 12 months."
childhood  children  drawing  art  children'sdrawings  austinkleon  2018  2019  juleskleon 
january 2019 by robertogreco
Captain Awkward on Twitter: "Fellow #ADHD kids, what elaborate new planning/organization systems and rituals are we going to embrace enthusiastically for the first half of January?"
"Fellow #ADHD kids, what elaborate new planning/organization systems and rituals are we going to embrace enthusiastically for the first half of January?

If we can crowdsource data about price, fiddliness, cult following, # of dedicated subreddits, # of naturally organized people who swore it would change our lives or said “if I can do it anyone can!”, etc, then I can get a jump start on shame spiral trajectory calculations!

My poor therapists (all): Have you tried to-do lists?

Me: Yes! I love making them, but I constantly forget to check. Also putting a task on the list can “solve” its urgency & I forget. Whereas if I DON’T write it, the terror of forgetting might keep it in focus!

Therapists: [gif]

Me: I basically exist inside a giant perpetual-motion machine of prcrastination, forgetting stuff, guilt, and anxiety and sometimes I can harness it as motivation!

Therapists: [gif]

Therapists: But you DO accomplish things?

Me: Yes?

Therapists: But...how?

Me: Oh, that’s easy, I have enough raw intelligence & ability that sometimes the crippling fear of failure makes a volcano instead of an abyss, and work erupts out of the crater instead of collapsing in.

Therapists: But...wouldn’t be easier to keep a to-do list?

Me: Obviously!

Therapists: So, what CAN we work on?

Me: Could we maybe make the creative work volcanoes a little bigger and the crushing paralysis & shame abysses a little smaller?

Therapists: [gif]

In all seriousness, the thing about getting finally getting dx’d with #ADHD that helps me most isn’t the meds, which do mitigate it a bit, but that I stopped hating myself for being this way.

My whole childhood & life before diagnosis, my intelligence and literally everything I am good at was used as proof that I must be lazy & deliberately fucking up career & academic & household stuff out of spite.

The paradox of #ADHD - being excellent at complex, high-stimulus tasks and fuck-all at routine, “easy” tasks was a weapon in the hands of parents, teachers, & employers and a constant abusive echo in my brain.

What I internalized was that accomplishments that were fun or that came easy to me had no value, only the ones that involve effort “count.” But the things that involved the most effort for me were mundane tasks that came easy to others, so they had no value, either.

“But you are so good at ______ it should be easy to _____?” became “But I am so good at ____, I should be good at ____ and since I am not actually good at ____ I must be a hopeless fuckup.”

I also internalized a fallacy that I was not “allowed” to do rewarding ambitious enjoyable things until all my “chores” were done. Meaning I set impossible traps for myself for YEARS b/c I would never get the chores done?

TBH sometimes the right thing for me to do is put the laptop down & clean the house but also one main reason I can be a prolific writer is an internal shift in permissions, like, chores CAN actually wait if I’m in the grip of an idea, & I DON’T have to read/answer every email.

My condition comes with gifts like creativity and intense bursts of focus & enthusiasm and it is ok to ride those bursts and enjoy them and give my effort & time to “fun” work. It is also ok to kinda suck at some things.

This article was a turning point for me in getting dx’d - I had raised the prospect before and been told I was “too smart” & “too high-functioning.” Therapist was using (incredibly common) idea of hyperactive boys. https://www.theatlantic.com/health/archive/2013/04/adhd-is-different-for-women/381158/ ["ADHD Is Different for Women"]

This book by Sari Solden, rec’d by a friend, was also really helpful: https://itunes.apple.com/us/book/women-attention-deficit-disorder-embrace-your-differences/id548946872?mt=11 ["Women With Attention Deficit Disorder: Embrace Your Differences and Transform Your Life"]

Finally, #ADHD is buds with Depression & Anxiety, and a lot of its symptoms overlap with PTSD. If you never get a clear ADHD dx it doesn’t mean you are not having real trouble with executive function. Your treatment (esp. meds) might differ, tho, so get checked out if you can.

Ok, actually finally finally finally there is tons of productivity & organizing advice from people who are naturally good at organization. You will often recognize it by the word “just” - “I just take 10 seconds to put things back where they belong!” “I just make lists!”

For us #ADHD buds this advice can be so, so, so overwhelming. It isn’t factually untrue (It does save time to put things away as you go? Or, er, I believe organized people when they say this?) but your instinct that the word “just” does not apply to you is CORRECT.

If the actual tips sound helpful and you want to try them, by all means! We can work on new habits and find better workarounds. But if it’s difficult, please know, that’s expected & you’re not imagining it. Please also don’t add it to the ways you beat yourself up.

I tweet for the kids who got their messy desks dumped out as an example to others. I tweet for the ones who never once brought a permission slip home, and got it signed, and brought that same piece of paper back in time for the field trip.

I tweet for the kids who peed their pants sometimes not b/c they weren’t potty-trained but b/c they got too absorbed in something & forgot to switch tasks.

I tweet for #ADHD couples, esp. brides, who are like “I want to marry YOU but what the hell is WEDDING PLANNING and why do people think I know how?”

I tweet for the ones who are panicking that “you have so much potential!” is turning into “you *had* so much potential.” Every day is a race against the sun and our own runaway brains.

BTW I also tweet for the parents who are like “oh crap I lost my kid’s permission slip...again...”

Also, hi to the people who really need an assistant but have no idea how to delegate things to an assistant and/or find the whole assistant thing terrifying b/c someone will know how truly, truly disorganized you are & how much you rely on adrenaline & charisma. [gif]

I see you, I am you, I have been you, and I have been your assistant. Let the nice person help you if you possibly can. They want to. They *like* it. You just have to be nice and honest & give them money.

If anyone has ever told you, patiently & kindly, that the best way to accomplish a big project is to break it down into small, digestible chunks, and you’ve nodded in agreement but internally screamed b/c you know a long list = more ways to lose focus, come here: [gif]"

[Via/see also: https://twitter.com/emilesnyder/status/1078020204016263168

This thread made me cry. I have never considered ADHD as something that might describe me. Depression, anxiety, yes. ADHD? Not so much.

But holy shit does this thread have my number re: procrastination, organization, shame spirals, etc..

https://twitter.com/cblack__/status/1078060070078840833
Oh, but Emile. It's not you with the disorder, it's society. You're just made for a better, slower, simpler, more attuned, more holistic world. 90% of the shit people do when they get shit done is actually destroying the planet. If everybody just did less we could save the world.

https://twitter.com/cblack__/status/1078106307536728064
Have you seen this research on the cultural dimensions of attentional stance? https://pdfs.semanticscholar.org/3dbc/c3420a3d1afa391fb46370cac52cf59ba98a.pdf ["Open Attention as a Cultural Tool for Observational Learning" by Suzanne Gaskins

"ABSTRACT:
Learning through observation in everyday activities is widely recognized in the ethnographic literature as a central way that children learn from others. There are two well-described
characteristics of learning through observation: participation in meaningful activities with people who are important in the children’s lives and a belief that children are active, motivated learners who take initiative to garner experiences and make meaning from them. Gaskins and Paradise (2010) have proposed that there is a third characteristic central to observational learning: open attention, defined as attention that takes in information from the full environmental context (that is, wide-angled) and is sustained over time (that is, abiding). This paper will describe open attention in some detail, giving examples of how open attention is encouraged in a variety of cultures, its value as a component of observational learning, the role of concentration, and the implications for understanding children’s learning (in and out of school) and play. The presentation will conclude that, while learning through observation is present in all cultures, in cultures where open attention is encouraged and expected, and where the responsibility for learning is given to the children, observational learning is both more powerful and more central to children’s mastery of the full range of cultural knowledge." ]]
attention  adhd  neurodiversity  2018  productivity  unschooling  deschooling  education  learning  organization  anxiety  depression  context  procrastination  shame  forgetfulness  executivefunction  creativity  add  children  childhood  schools  schooling 
december 2018 by robertogreco
We’re Having the Wrong Conversation About the Future Of Schools
"Despite the rhetoric, modern movements to reform schools have had a devastating effect on education"



"As a full-time teacher, I don’t have a lot of time to look up from the dailiness of the job to consider something as nebulous as the “future” of education. When I do, I feel a vague unease that too many non-teachers seem to have a lot of time to do this kind of thinking.

One thing in my favor is that education reform seems to take the same basic forms, year after year. There’s the standards and accountability movement and the ongoing attempts to give it “teeth.” Then there are the tech giants peddling autonomy and self-direction in lieu of soul-crushing activities like reading The Outsiders and using protractors. And though the latter reformers are often critics of the former, the two have a lot in common.

Both represent billion-dollar industries. Both frequently co-opt a rhetoric of liberation, autonomy, and empowerment. Both can barely disguise a deep disdain for teachers and schools, especially of the “sage on the stage” variety. And both are almost exclusively headed up by white men.

These are the kind of people setting a bold agenda for the future of education.

Admittedly, us unruly American educators would have a hard time coming up with anything coherent enough to compete with the brave visions set forth by the leaders of these two industries. The very fact that such an all-encompassing solution is needed testifies to their dominance in framing the narrative around American schools. Mired in the day-to-day challenges and complexities of actually caring for and educating children, many teachers exhibit a complete failure of imagination when it comes to sweeping monolithic initiatives with pithy acronyms, eye-catching logos, and font pairings that are straight fire.

But we do need to change. Beyond the usual Alice Cooper-type critiques, we teachers have been especially complicit in the widespread marginalizing, neuroticizing, and criminalizing of our most vulnerable students. Yes, we need to stop boring future white rockstars and Silicon Valley entrepreneurs. This is already well known. But, more importantly, we also need to stop harming children of color with our whitewashed curriculum, inequitable funding systems, and disparate use of punitive disciplinary measures.

Can today’s reformers help us make progress toward these goals? Or do they exacerbate, perpetuate, and contribute to the very problems we face?

Trying to pin deception, manipulation, and violence on this rag-tag bunch leaves me feeling petty and mean-spirited. After all, they’re often so upbeat and sincere, their rhetoric so humanistic and progressive. Ted Dintersmith, former venture capitalist and billionaire author of the book What School Could Be, recently teamed up with Prince Ea, who has made not one but two viral videos echoing the same message: schools must change. And on the standards and accountability side, David Coleman, “architect” of the Common Core and now CEO of the College Board, has boldly laid out a “beautiful vision” for American schools. In a field plagued by widespread mediocrity and entrenched inequities, shouldn’t we applaud any moves toward a more inspiring, inclusive future?

The problem is that, despite all the rhetoric and good intentions, both these movements have had a devastating effect on education, all while continually escaping blame for their outsized impact. Any negative outcomes are used to justify further expansion and dominance. Poor test scores and persistent achievement gaps aren’t seen as issues with the tests, but as misalignment and implicit bias on the part of teachers. Student attention deficit and boredom aren’t seen as a function of technology addiction, but rather an occasion to blast schools for their inability to fully capitalize on the promise of the digital age.

Not surprisingly, this seeming unassailable innocence reveals close links to the logics of white supremacy culture, especially the values of individualism, objectivity, and so-called meritocracy. They additionally amplify neoliberal beliefs in the absolute goods of privacy and consumer choice, thus shifting the blame away from dominant elites under the guise of “empowerment.” To borrow the central metaphor from Todd Rose’s The End of Average, they ultimately seek to style us as fighter pilots in the “cockpits of our economy,” where we must summon limitless initiative, grit, and resourcefulness just to survive.

Ultimately, their ideas are rooted in America’s original “solutions” to the problems of pluralism, wherein subtle self-effacement and silencing became stratagems for consolidating power. All of this is part of a long tradition in the United States, one that dates back to colonial times, guiding both the “Strange Compromise” of 1789 and the founding of the Common School. Although these roots may be less obvious in our day, they are arguably more powerful and moneyed than ever before."



"Ultimately, the several silences of education reform have proven a powerful gambit for privatization and profit. These industries implicitly offer themselves as neutral alternatives to our fraught political climate, much as Horace Mann’s enjoinder to “read without comment” secularized schools in a sectarian age. They also shift the onus of agency and ownership from themselves onto the student, who assumes full responsibility for finding and following their own educational path.

Whereas Mann, perhaps unconsciously, hoped to indoctrinate students into his supposedly doctrineless Unitarianism, these reformers peddle the so-called empty doctrines of individualism, personalization, objectivity, entrepreneurialism, and meritocracy—all while exacerbating inequities and deprofessionalizing teachers.

Resisting these trends starts by seeing them as two sides of the same coin. Anything that counsels and valorizes silence—before the text, the test, or even the individual student—may partake in this phenomenon. The primary effect is always to atomize: content into itemized bits, classrooms into individualized projects and timelines, and each of us into solitary individuals pursuing personalized pathways.

Among the many omissions implicit in this vision is the notion that each student has equal access to a pathway of choice. Once that false premise is established, you are truly on your own. Pull yourself up by the bootstraps, find your own personal road less traveled, dive headfirst into the entrepreneurial shark tank. Unfortunately, far too many smaller-scale reform movements espouse a similar ethos, often flooding Twitter with a toxic positivity that ignores intransigent inequities and injustices."



"None of this is intended to romanticize the educational mainstays of the past: lectures, textbooks, worksheets. But we should note how these more modern trends themselves often devolve into regressive, behaviorist, sit-and-get pedagogy.

Confronted by daunting challenges like widespread budget shortfalls, inequitable funding, increasing school segregation, whitewashed curriculum, and racial injustice, it’s no wonder we would reach for solutions that appear easy, inexpensive, and ideologically empty. At a time when we most need to engage in serious deliberations about the purposes and future of schools, we instead equivocate and efface ourselves before tests and technology, leaving students to suffer or succeed within their own educational echo chamber.

As appealing as these options may seem, they are not without content or consequences. Ironically, today’s progressive educators find themselves in the strange position of having to fight reform, resisting those who would render everything—including their own intentions and impact—invisible."
arthurchiaravalli  education  edreform  reform  history  invisibility  progressive  siliconvalley  infividualism  horacemann  2018  collegeboard  individualism  personalization  commonschool  us  inequality  justice  socialjustice  injustice  race  racism  whitesupremacy  reading  hilarymoss  thomasjefferson  commoncore  davidcoleman  politics  policy  closereading  howweread  ela  johnstuartmill  louiserosenblatt  sat  standardizedtesting  standardization  tedtalks  teddintersmith  democracy  kenrobinson  willrichardson  entrepreneurship  toddrose  mikecrowley  summitschools  religion  secularism  silence  privatization  objectivity  meritocracy  capitalism  teaching  howweteach  schools  publicschools  learning  children  ideology  behaviorism  edtech  technology  society  neoliberalism 
december 2018 by robertogreco
Tirana: Transforming a City by Kid-Friendly Urban Policy - CityLab
"The ambitious mayor of Tirana, Albania, is selling a wary constituency on economic transformation by putting kids at the forefront of his agenda."



"Tirana’s main children’s playground fits so neatly in the Albanian capital’s central Grand Park, it feels as if the playground’s wooded ridge has organically sprouted terracotta-colored climbing frames, swings, and crawl spaces. Children of all ages play under its tree canopy, the sound of their parents’ and grandparents’ chatter, knitting needles, and dominoes clacking from the surrounding benches.

More than simply a charming space, the playground is the spearhead of a grand plan to refashion Albania’s capital city as a more walkable, more sustainable, less car-dependent city—specifically by placing the needs of the city’s youngest citizens at its forefront. Its creation also sparked one of the most intense urban debates in Albania’s recent history, one that reveals the highly specific growing pains the country has endured since the fall of communism in 1991.

The Grand Park playground, the largest of its type in eastern Europe, was the first site chosen for a child-friendly overhaul by Tirana’s center-left mayor Erion Veliaj, who was elected in 2015. The playground became a flagship for a municipal scheme that has since seen 33 more playgrounds installed across the city, with more on the way.

This focus on both children’s needs and reclaiming public space runs like a seam through Veliaj’s attempts to refashion Tirana as a greener, denser, and less car-dependent city. When Veliaj’s administration wanted to kick-start the pedestrianization of Skanderbeg Square, Tirana’s central plaza, he staged monthly car-free days when parents were actively encouraged to bring their children to cycle. When the city recently launched a central cycle lane grid—one that easily surpasses equivalents in American cities of similar size—the municipality also created special days when cyclists as young as three years old could cycle there in convoy, supervised by adults. And when the city sought to encourage more healthy eating, it started by revising kindergarten menus to make them healthier, sending local chefs into elementary schools to provide education about produce and cooking.

Focusing on the young makes sense in a very young city—Tirana’s average age is 27 to 28. There’s more, however. As Mayor Veliaj told Citylab’s General Manager Rob Bole during a discussion at this summer’s reSITE conference in Prague, children are like “revolutionaries in the household,” capable of influencing their parents far more strongly than a politician ever could.

There might seem to be an eccentric strain to the idea of transforming a city from toddler height upwards, and using children as sleeper agents to promote sustainability, but it is in keeping with UNICEF’s efforts to position child-friendly urban development as a cornerstone of the 2030 Agenda for Sustainable Development. The Albanian capital is thus part of a growing global wave that sees urban children’s well-being as a way of unpicking a broader knot of issues.

Such an approach is particularly effective, says Sam Williams, initiator and co-author of the Arup study “Cities Alive: Designing for Urban Childhoods,” because good child-friendly development does not isolate the young, but integrates them more seamlessly into their wider communities.

“Unfortunately for them, children are a great indicator species for urban problems, because they are more vulnerable to traffic pollution, to car accidents,” Williams told CityLab. “They have less range because they have shorter legs. They don't have money or income and they can't drive.

“By designing well for children, what you're really doing is designing well for the most vulnerable in society, whether that's the elderly or disabled, or the less wealthy. It's a very equitable approach to design that can fall by the wayside if you focus is on getting 30-year-old commuters from A to B as quickly as possible.”

This is grand rhetoric to attach to a playground development plan, but these playgrounds do more than provide more community space. Following years of (not yet dispelled) mistrust of officialdom in the immediate post-communist period, the municipality is using a child-first approach to urban management as a shop window for its political message that government can indeed be trusted.

The transformation of Skanderbeg Square is emblematic of this. A huge space lined with a collection of monumental communist-era institutions and saffron-colored, Italianate buildings from the interwar period, the square was almost entirely car-free under communism—because private cars themselves were so rare during the period. In the post-communist era as congestion gradually increased, Skanderbeg Square’s fate became a battleground between rival city administrations: One mayor’s total pedestrianization plan from 2010 was cancelled by his successor, who had the space remodelled as an island surrounded by a carousel of traffic—an arrangement that, as of December 2018, is still visible on Google Street View.

When elected in 2015, Mayor Veliaj revived his predecessor’s total pedestrianization plan. This time, in order to help win the public relations battle, his administration appealed to the public by emphasizing the space’s role as a facility for young people, and by using occasional car-free days as an advertising campaign to turn the whole area into a child-friendly strolling area and play space.

Veliaj describes the reaction: “Kids came with their bikes and rollerblades and were very happy. Their parents, however, hated me. They said, ‘He was such a nice guy during the election campaign, and now he wants to take the cars away!’ But with kids, it’s very different. They don’t have dogma or ideology. The kids loved it and said, ‘Mr. Mayor can we do it one more time?’ Then, when they went home, they’d convert their parents.”

These car-free days became monthly fixtures until residents came to expect and rely on them, a reaction that helped smooth Skanderbeg Square’s transition to its now remodelled, permanently car-free state. The effect of the makeover is subtle, but dramatic. The square’s paved heart now slopes gently upwards to a sort of flattened hump, transforming the square into a stage that places pedestrians at its center. As the sun cools, children kick footballs around on a sunken lawn that, so far, seems to be bearing up well under the pressure of their feet. And it’s doubly popular because it doesn’t cost anything, says a young woman called Anita, (who preferred not to give her last name), who I find hanging out with teenage friends next to the square’s temporary beach volleyball courts. “There aren’t many places for us to spend time in the city without paying something,” she tells me. “Here there is always something happening and all we need is the bus fare to come.”

Tirana’s child-first reforms are also reclaiming formerly public plots of land that have been taken over for private uses such as garages and parking in the immediate post-communist years.

With central planning control largely removed during Albania’s semi-lawless 1990s, Tirana’s apartment buildings started to bulge with informal extensions, and self-built houses started to sprawl across farmland. Many formerly public courtyards and open spaces were encroached upon for private uses, such as garages, parking lots, small sheds—and in a few rare cases, even tower blocks. By clearing away these illegal occupations, the city restored the spaces to common use.

“Ours is a fundamentally Mediterranean culture,” says Veliaj, “where a lot of social life takes place outside in the afternoons and evenings. But if public spaces have been taken over by private owners, if sidewalks aren’t wide enough or cars are rushing by all the time, who is going to want to sit outside breathing in fumes and looking at someone’s garage?”

The need for children’s play space has over the past few decades been met by the same private interests. The city’s huge expansion has left little open space, prompting the private sector to step in with children’s facilities in the form of small playgrounds attached to cafés and bars, where access comes at the price of a drink. This creates an inherent inequality between those children whose parents can afford to access play space and those who cannot.

“One thing that's come out of our research here is that parents pay for their kids to play,” said Simon Battisti, director of Qendra Marrëdhënie, a Tirana spatial consultancy non-profit working with the city. “There is very little public open space of qood quality, especially on the periphery.

“Time after time, parents we talked to lamented this issue that they had to pay for their kids to play locally—some as much as a quarter of their monthly disposable income to play. Having this little creature that must expend this energy every day. if you don't have a park nearby, the best place to go is the bar. That means that the poorest people, out on the periphery, are currently paying the most.”

Reclaiming public space for both the children and adults of Tirana, and refashioning the city into a greener, denser, and less car-dependent place, has been a slow, deliberate process.

But not everyone immediately embraced the changes. During the construction of the Grand Park playground in 2015, the site saw 78 days of constant protest, and even sabotage of construction equipment. This intensity of feeling partly represents the extremely polarized nature of Albanian politics, but also shows how battered public confidence in the state had become. Some feared a large-scale destruction of the park, one that might enable officials partly to harvest kickbacks to builders and allow the commercial exploitation of garden space in one of the most exclusive areas of the city.

One… [more]
tirana  via:derek  albania  urban  urbanism  srg  children  cities  planning  urbanplanning  safety  mobility 
december 2018 by robertogreco
The Stories We Were Told about Education Technology (2018)
"It’s been quite a year for education news, not that you’d know that by listening to much of the ed-tech industry (press). Subsidized by the Chan Zuckerberg Initiative, some publications have repeatedly run overtly and covertly sponsored articles that hawk the future of learning as “personalized,” as focused on “the whole child.” Some of these attempt to stretch a contemporary high-tech vision of social emotional surveillance so it can map onto a strange vision of progressive education, overlooking no doubt how the history of progressive education has so often been intertwined with race science and eugenics.

Meanwhile this year, immigrant, refugee children at the United States border were separated from their parents and kept in cages, deprived of legal counsel, deprived of access to education, deprived in some cases of water.

“Whole child” and cages – it’s hardly the only jarring juxtaposition I could point to.

2018 was another year of #MeToo, when revelations about sexual assault and sexual harassment shook almost every section of society – the media and the tech industries, unsurprisingly, but the education sector as well – higher ed, K–12, and non-profits alike, as well school sports all saw major and devastating reports about cultures and patterns of sexual violence. These behaviors were, once again, part of the hearings and debates about a Supreme Court Justice nominee – a sickening deja vu not only for those of us that remember Anita Hill ’s testimony decades ago but for those of us who have experienced something similar at the hands of powerful people. And on and on and on.

And yet the education/technology industry (press) kept up with its rosy repetition that social equality is surely its priority, a product feature even – that VR, for example, a technology it has for so long promised is “on the horizon,” is poised to help everyone, particularly teachers and students, become more empathetic. Meanwhile, the founder of Oculus Rift is now selling surveillance technology for a virtual border wall between the US and Mexico.

2018 was a year in which public school teachers all over the US rose up in protest over pay, working conditions, and funding, striking in red states like West Virginia, Kentucky, and Oklahoma despite an anti-union ruling by the Supreme Court.

And yet the education/technology industry (press) was wowed by teacher influencers and teacher PD on Instagram, touting the promise for more income via a side-hustle like tutoring rather by structural or institutional agitation. Don’t worry, teachers. Robots won’t replace you, the press repeatedly said. Unsaid: robots will just de-professionalize, outsource, or privatize the work. Or, as the AI makers like to say, robots will make us all work harder (and no doubt, with no unions, cheaper).

2018 was a year of ongoing and increased hate speech and bullying – racism and anti-Semitism – on campuses and online.

And yet the education/technology industry (press) still maintained that blockchain would surely revolutionize the transcript and help insure that no one lies about who they are or what they know. Blockchain would enhance “smart spending” and teach financial literacy, the ed-tech industry (press) insisted, never once mentioning the deep entanglements between anti-Semitism and the alt-right and blockchain (specifically Bitcoin) backers.

2018 was a year in which hate and misinformation, magnified and spread by technology giants, continued to plague the world. Their algorithmic recommendation engines peddled conspiracy theories (to kids, to teens, to adults). “YouTube, the Great Radicalizer” as sociologist Zeynep Tufekci put it in a NYT op-ed.

And yet the education/technology industry (press) still talked about YouTube as the future of education, cheerfully highlighting (that is, spreading) its viral bullshit. Folks still retyped the press releases Google issued and retyped the press releases Facebook issued, lauding these companies’ (and their founders’) efforts to reshape the curriculum and reshape the classroom.

This is the ninth year that I’ve reviewed the stories we’re being told about education technology. Typically, this has been a ten (or more) part series. But I just can’t do it any more. Some people think it’s hilarious that I’m ed-tech’s Cassandra, but it’s not funny at all. It’s depressing, and it’s painful. And no one fucking listens.

If I look back at what I’ve written in previous years, I feel like I’ve already covered everything I could say about 2018. Hell, I’ve already written about the whole notion of the “zombie idea” in ed-tech – that bad ideas never seem to go away, that just get rebranded and repackaged. I’ve written about misinformation and ed-tech (and ed-tech as misinformation). I’ve written about the innovation gospel that makes people pitch dangerously bad ideas like “Uber for education” or “Alexa for babysitting.” I’ve written about the tech industry’s attempts to reshape the school system as its personal job training provider. I’ve written about the promise to “rethink the transcript” and to “revolutionize credentialing.” I’ve written about outsourcing and online education. I’ve written about coding bootcamps as the “new” for-profit higher ed, with all the exploitation that entails. I’ve written about the dangers of data collection and data analysis, about the loss of privacy and the lack of security.

And yet here we are, with Mark Zuckerberg – education philanthropist and investor – blinking before Congress, promising that AI will fix everything, while the biased algorithms keep churning out bias, while the education/technology industry (press) continues to be so blinded by “disruption” it doesn’t notice (or care) what’s happened to desegregation, and with so many data breaches and privacy gaffes that they barely make headlines anymore.

Folks. I’m done.

I’m also writing a book, and frankly that’s where my time and energy is going.

There is some delicious irony, I suppose, in the fact that there isn’t much that’s interesting or “innovative” to talk about in ed-tech, particularly since industry folks want to sell us on the story that tech is moving faster than it’s ever moved before, so fast in fact that the ol’ factory model school system simply cannot keep up.

I’ve always considered these year-in-review articles to be mini-histories of sorts – history of the very, very recent past. Now, instead, I plan to spend my time taking a longer, deeper look at the history of education technology, with particular attention for the next few months, as the title of my book suggests, to teaching machines – to the promises that machines will augment, automate, standardize, and individualize instruction. My focus is on the teaching machines of the mid-twentieth century, but clearly there are echoes – echoes of behaviorism and personalization, namely – still today.

In his 1954 book La Technique (published in English a decade later as The Technological Society), the sociologist Jacques Ellul observes how education had become oriented towards creating technicians, less interested in intellectual development than in personality development – a new “psychopedagogy” that he links to Maria Montessori. “The human brain must be made to conform to the much more advanced brain of the machine,” Ellul writes. “And education will no longer be an unpredictable and exciting adventure in human enlightenment , but an exercise in conformity and apprenticeship to whatever gadgetry is useful in a technical world.” I believe today we call this "social emotional learning" and once again (and so insistently by the ed-tech press and its billionaire backers), Montessori’s name is invoked as the key to preparing students for their place in the technological society.

Despite scant evidence in support of the psychopedagogies of mindsets, mindfulness, wellness, and grit, the ed-tech industry (press) markets these as solutions to racial and gender inequality (among other things), as the psychotechnologies of personalization are now increasingly intertwined not just with surveillance and with behavioral data analytics, but with genomics as well. “Why Progressives Should Embrace the Genetics of Education,” a NYT op-ed piece argued in July, perhaps forgetting that education’s progressives (including Montessori) have been down this path before.

This is the only good grit:

[image of Gritty]

If I were writing a lengthier series on the year in ed-tech, I’d spend much more time talking about the promises made about personalization and social emotional learning. I’ll just note here that the most important “innovator” in this area this year (other than Gritty) was surely the e-cigarette maker Juul, which offered a mindfulness curriculum to schools – offered them the curriculum and $20,000, that is – to talk about vaping. “‘The message: Our thoughts are powerful and can set action in motion,’ the lesson plan states.”

The most important event in ed-tech this year might have occurred on February 14, when a gunman opened fire on his former classmates at Marjory Stone Douglas High School in Parkland, Florida, killing 17 students and staff and injuring 17 others. (I chose this particular school shooting because of the student activism it unleashed.)

Oh, I know, I know – school shootings and school security aren’t ed-tech, ed-tech evangelists have long tried to insist, an argument I’ve heard far too often. But this year – the worst year on record for school shootings (according to some calculations) – I think that argument started to shift a bit. Perhaps because there’s clearly a lot of money to be made in selling schools “security” products and services: shooting simulation software, facial recognition technology, metal detectors, cameras, social media surveillance software, panic buttons, clear backpacks, bulletproof backpacks, … [more]
audreywatters  education  technology  edtech  2018  surveillance  privacy  personalization  progressive  schools  quantification  gamification  wholechild  montessori  mariamontessori  eugenics  psychology  siliconvalley  history  venturecapital  highereducation  highered  guns  gunviolence  children  youth  teens  shootings  money  influence  policy  politics  society  economics  capitalism  mindfulness  juul  marketing  gritty  innovation  genetics  psychotechnologies  gender  race  racism  sexism  research  socialemotional  psychopedagogy  pedagogy  teaching  howweteach  learning  howwelearn  teachingmachines  nonprofits  nonprofit  media  journalism  access  donaldtrump  bias  algorithms  facebook  amazon  disruption  data  bigdata  security  jacquesellul  sociology  activism  sel  socialemotionallearning 
december 2018 by robertogreco
Opinion | The Misguided Priorities of Our Educational System - The New York Times
"Consider two high school seniors — one who exhibits strong academic talent and one who does not. For one, December marks the homestretch of a yearslong effort, intensively supported by his school, to prepare the perfect college application. For the other, December is just another month on the path to, well, whatever might come after graduation. The former will likely proceed steadily toward a bachelor’s degree; the latter is unlikely to finish college if he enrolls at all. To whom does our education system owe what?

That second student, to be clear, has done nothing wrong. He probably clawed his way through his town’s standard college-oriented curriculum, though it neither targeted his interests and abilities nor prepared him for work force success. Looking ahead, he faces a labor market in which he may need to work harder than his college-bound counterpart for lower pay, with fewer options and slower advancement. Yet we celebrate the first student and lavish taxpayer funds on his education. To the second student, we offer little beyond a sympathetic “Sorry.” Our education system has become one of our nation’s most regressive institutions.

After high school graduation, the first student can access more than $10,000 annually in public funds to support his college experience. Federal funding for higher education has grown by 133 percent in the past 30 years; combined with tax breaks, loan subsidies and state-level funding, the annual total exceeds $150 billion. That funding will cover not only genuine instructional costs, but also state-of-the-art gyms, psychiatric and career counseling services, and whatever social programming the student-life bureaucracy can conceive. At Ohio State, students living off campus get free fire alarms.

The second graduate likely gets nothing. Annual federal funding for a non-college, vocational pathway, at both the high school and postsecondary levels, totals $1 billion. Certainly, he will need to buy his own fire alarm.

One explanation for this bizarre state of affairs, in which society invests heavily in those headed for economic success while ignoring those falling behind, is the widespread belief that everyone can be a college graduate. If that were true, the shove toward the college pipeline might make sense.

But most young Americans do not achieve even a community-college degree. Federal data show that fewer than one in five students smoothly navigate the high school to college to career pathway. More students fail to complete high school on time, more fail to move on from high school to college, and more drop out of college. Forty years of reform, accompanied by a doubling of per pupil spending, has failed to improve this picture. Standardized test scores haven’t budged. SAT scores have declined. More students enroll in college, but the share of 25-year-olds with a bachelor’s degree did not increase from 1995 to 2015, and it stands barely above the 1975 level.

A second explanation is the widespread belief that a college diploma is a necessary and sufficient “ticket to the middle class.” If that were true, even a small chance at escaping the supposedly sad fate of inadequate education is better than ever admitting defeat.

But while the median college graduate earns more than the median high school graduate, those workers are not the same person — indeed, they are likely people with very different academic prospects. Look instead at the wage distributions for more comparable samples: those with earnings toward the high end for workers with only high school degrees and those at the low end among college graduates. The federal Bureau of Labor Statistics reports that high school grads with above-average earnings (50th to 90th percentile) earn $34,000 to $70,000 annually. College grads with below-average earnings (10th to 50th percentile) earn $28,000 to $58,000.

Pushing people from the former category to attend college and land in the latter category does them few favors. And remember, that assumes they graduate; people in their position typically will not. Remember also, those are the outcomes before we attempt to create an attractive non-college pathway that they might prefer and that might equip them for success.

What might such a pathway look like? For the roughly $100,000 that the public spends to carry many students through high school and college today, we could offer instead two years of traditional high school, a third year that splits time between a sophisticated vocational program and a subsidized internship, two more years split between subsidized work and employer-sponsored training, and a savings account with $25,000, perhaps for future training. Any American could have, at age 20, three years of work experience, an industry credential and earnings in the bank.

To reverse the system’s regressive nature, we should shift our college subsidies toward funding this new pathway. The burden of financing a college education remains manageable for those who actually graduate and use their degrees. They will still be the economy’s winners, even while paying off loans. That some young Americans assume unaffordable debts is not an argument for yet more spending on college, but rather a reminder that its value proposition can prove to be a poor one.

For student borrowers unlikely to graduate, the current subsidies succeed mainly in luring them toward a substantial investment of time and money that is both high-risk and low-return. If a good alternative existed, they would be well served to take it. Certainly, the choice should remain theirs. But to decide wisely whether college is worth the cost, they need to actually face the cost.

People often applaud vocational education in theory, provided it is “for someone else’s kids.” Those kids are most kids, and a false promise of college success does more harm than good. We owe them our focus and the best pathway that we can construct — one that carries them as close as possible to the destination their college-bound peers will reach, and sometimes beyond."
orencass  education  vocational  colleges  collegprep  universities  schooliness  academia  inequality  advising  youth  children  economics  training  income  highered  highereducation  risk  careers  unschooling  deschooling  studentloans  society 
december 2018 by robertogreco
The Relentlessness of Modern Parenting - The New York Times
"Experts agree that investing in children is a positive thing — they benefit from time with their parents, stimulating activities and supportive parenting styles. As low-income parents have increased the time they spend teaching and reading to their children, the readiness gap between kindergarten students from rich and poor families has shrunk. As parental supervision has increased, most serious crimes against children have declined significantly.

But it’s also unclear how much of children’s success is actually determined by parenting.

“It’s still an open question whether it’s the parenting practices themselves that are making the difference, or is it simply growing up with college-educated parents in an environment that’s richer in many dimensions?” said Liana Sayer, a sociologist at the University of Maryland and director of the Time Use Laboratory there. “I don’t think any of these studies so far have been able to answer whether these kids would be doing well as adults regardless, simply because of resources.”

There has been a growing movement against the relentlessness of modern-day parenting. Utah passed a free-range parenting law, exempting parents from accusations of neglect if they let their children play or commute unattended.

Psychologists and others have raised alarms about children’s high levels of stress and dependence on their parents, and the need to develop independence, self-reliance and grit. Research has shown that children with hyper-involved parents have more anxiety and less satisfaction with life, and that when children play unsupervised, they build social skills, emotional maturity and executive function.

Parents, particularly mothers, feel stress, exhaustion and guilt at the demands of parenting this way, especially while holding a job. American time use diaries show that the time women spend parenting comes at the expense of sleep, time alone with their partners and friends, leisure time and housework. Some pause their careers or choose not to have children. Others, like Ms. Sentilles, live in a state of anxiety. She doesn’t want to hover, she said. But trying to oversee homework, limit screen time and attend to Isaac’s needs, she feels no choice.

“At any given moment, everything could just fall apart,” she said.

“On the one hand, I love my work,” she said. “But the way it’s structured in this country, where there’s not really child care and there’s this sense that something is wrong with you if you aren’t with your children every second when you’re not at work? It isn’t what I think feminists thought they were signing up for.”"
parenting  helicopterparents  anxiety  stress  surveillance  children  inequality  2018  schools  schooliness  glvo  hovering  capitalism  economics  freedom  free-rangeparenting  unschooling  deschooling  learning  youth  psychology  society  attention  helicopterparenting 
december 2018 by robertogreco
Nick Kaufmann on Twitter: "Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although
[this is the event:
https://architecture.mit.edu/computation/lecture/playing-city-building ]

[thread contains many images]

"Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although it's only what i could grasp in an hour or so.

https://twitter.com/nickkauf/status/1071162000145817601
At @mitsap tonight tweeting about Jennifer Light's lecture "playing at city building" #urbanism #education #civictech

Light opened the talk with the observation that more disciplines are looking to study history to "look forward by looking backward" #civicfutures #usablepast

In #civictech we know this isnt the first government reform movement with a "techie spin" in the world or us. At the last turn of the century, anxieties about cities birthed the "good government movement" the "googoos" were reformers kinda like #civichackers of today

Like @codeforamerica and also #smartcities boosters, the goo-goos believed scientific models and tech tools were a source of progress. They were worried about "boss rule" and wanted to "rationalize government" compare to cfa's mottos today

After discussing the good govt movement, Lights set the historical context of shifting expectations around young people's behavior. Child labor laws did not stop children from working however, it was just framed as "play" now

In this context early models of vocational education and educational simulations emerged, including William R. George's "model republic" movement. @Erie @pahlkadot model republics were all over the usa, not as franchised like #cfabrigade but more grassroots diffusion of the idea

There were miniature republics run by children in boston(Cottage Row), Cleveland (Progress City) Philadelphia (Playground City), etc, where children worked as real pretend public servants

media coverage of the time hailed these civic simulations as educational opportunity/chance for a "second life" for youth. Some of the tenement kids that George put into his program ended up in ivy league schools, and as lawyers, Pub. Servants and admins of their own model cities

The educational theories at the time of the model republics were very similar to today's trends of "gamification" "experiential learning" etc. Light referenced Stanley Hall (imitation/impersonation) and 'identity play'

Long before Bateson and Goffman were muddling the boundary between seriousness/play, model republics were also using that ambiguity to educate and also cut costs of programs literally built and maintained by children. Imagine 1000 kids and 3 admins

John Dewey's philosophy of learning by doing was also heavily referenced in the talk, as George took great inspiration from him and Dewey was a supporter of the model republics.

Light stressed just how much model republic citizens did in their pretend-real jobs, building housing, policing, data collection, safety inspections, and they did it so well that they often circumvented the adult systems. Why send some1 to adult court when junior court works?

This dynamic reminded me so much of #civichackers today with our pretend jobs and weekly hack night play that quickly turns into real jobs for our cities

Another point Light made was that the model republics were very much about assimilation of immigrants into a certain set of white american middleclass values. But before rise of consumerism those values heavily emphasized DIY/activecitizenship/production.

One reason for the decline of the model republics might have been the rise of consumerism and passive consumption valued over production. But we still have things like model U.N. and vocational programs, vestiges of this time.

Again today we have a perceived need to train people for the "new economy", so what can #civictech #civicinnovation #smartcities learn from looking back to historical examples? For one thing, we learn that youth contribution to civic innovation is important and undervalued

When model republics were introduced into schools the educational outcomes were not the only advantage, they saved schools gobs of money through "user generated" labor. Again think about civictech volunteerism today...

At Emerson School, Light said, kids were even repairing the electrical system. And in some cities kids would stand in for the mayor at real events.

Heres a page describing the establishment of a self-governing body of newsboys in Milwaukee https://www.marquette.edu/cgi-bin/cuap/db.cgi?uid=default&ID=4167&view=Search&mh=1

Light closed the talk by remarking on the "vast story of children's unacknowledged labor in the creation of urban America". slide shows how their labor was hidden behind play. Although they couldnt work in factories,can you call it "play" if it involved *building* the playground?

Although Light's upcoming book focuses on America, she said there were civic simulations like this in many countries including the Phillipines, China, England, France...

Model republics were not however a well connected, branded international civic movement like modern #civictech. Light said that while they were promoted at national educational conferences on education or public housing, George lamented not having control of the brand/vision

The result of George's lack of guidelines and a organizational network of model republic practiciorners was many different, idiosyncratic models run by different ppl in different places. @pahlkadot George really needed a "National Advisory Council" it seems!

For example an Indiana model republic the kids put on their own circuses! George thought some model republics werent following his original values/vision but couldnt do much about it...another theme in #civictech now Fortunately @Open_Maine is allowed to be weirdos too @elburnett

Light emphasized that although the model republics were a tool to assimilate children into a set of values (presumably including colonial, racist, patriarchal, capitalist ones) they were also a site of agency where kids experimented and innovated.

For example, girls in coeducational model republics held public offices and launched voting rights campaigns before the women' suffrage movement gained the rights in the "real" world. Given the power of the republics to do real work this wasnt just a symbolic achievement.

George for his part believed that the kids should figure out model republics for themselves, even if it meant dystopian civics. One model republic kept prisoners in a literal iron cage before eventually abolishing the prison.

Light's talk held huge lessons for the #civictech movement, and the model republic movement is just one of many pieces of history that can be a "usable past" for us. every civic tech brigade should have a "historian" role!

At @Open_Maine weve always been looking back to look forward although I didnt have the "usable past" vocabulary until I saw professor Light's talk today. @ajawitz @elburnett and I have consciously explored history in promoting civic tech in Maine.Other brigades are doing this too

For example, early @Open_Maine (code for maine) posters consciously referenced civilian conservation corps aesthetic #usablepast

We also made a 100y link w/ charitable mechanics movement @MaineMechanics makerspace never happened but @semateos became president and aligned org. with modern #makermovement. we host civichackathons there. #mainekidscode class is in same room that held free drawingclass 100y ago

So you can see why Light's talk has my brain totally buzzing. After all, @Open_Maine has been dreaming of #civicisland, an experiential #civictech summer camp! Were currently applying to @MozOpenLeaders to develop open source experiential civictech curricula we could use for it.

Next steps here: I want to write an article about the "usable past" concept for #civictech. So if your brigade is engaged with history I wanna talk to you. @JBStephens1 was it you talking about the rotary club model on slack? @CodeForPhilly didnt you make a history timeline?"
nickkaufmann  urbanism  urban  cities  jenniferlight  children  lcproject  openstudioproject  sfsh  tcsnmy  civics  civictech  technology  history  codeforamerica  smartcities  boston  cleveland  philadelphia  williamgeorge  modelrepublics  simulations  simulation  gregorybateson  play  seriousplay  seriousness  education  johndewey  milaukee  labor  work  colinward  thechildinthecity  housing  governance  policy  activism  participatory  participation  experimentation  experience  experientiallearning  volunteerism  makerspaces  openmaine  maine  learning  howwelearn  ervinggoffman 
december 2018 by robertogreco
Hay que reconciliar al cine mexicano con su público: Fernanda Solórzano - El Sol de México
"ENCONTRAR VIRTUD EN LO COMPLEJO

Otro tema que para ella es importante a la hora de dignificar las películas que se hacen aquí es revisar la idea de que el cine es sólo una forma de entretenimiento, útil nada más para el escapismo y la evasión, sin dar oportunidad a las producciones que no tienen un mensaje cerrado y que apelan a que el espectador abra su inteligencia a distintas posibilidades de mensaje.

“A mí me gustaría que en las escuelas mismas se promoviera entre los niños la idea de que no todos tenemos que entender de inmediato los relatos sino que entre más preguntas puedan provocar más pueden enriquecer. Que seas capaz de salir de una película y la puedas comentar con alguien que quizá tenga un punto de vista distinto al tuyo, justamente porque no se les dio un mensaje definido…”

Reconoce que es un trabajo lento y que puede durar varias generaciones, pero que no hay nada como encontrarle virtud a lo complejo y entender que una película que te permite tener varias lecturas puede resultarte quizá más satisfactoria que una que no va a permitir que alguien te cambie tu propio punto de vista.

Y remarca: “El cine que más disfruto es el que me saca de mis certezas; el que me hace pensar y repensar mi realidad. Me choca darme cuenta de que me están manipulando. Me gusta que confíen en mi inteligencia. A mí me gusta que los directores también confíen en la inteligencia del público y el público en su propia inteligencia”.

LA COMEDIA ROMÁNTICA

Y de todo ese panorama destaca algo con lo que no está de acuerdo, la temática con la que se están haciendo algunas comedias mexicanas actuales, ya que le parece que refuerzan valores a los que como sociedad estamos tratando de oponernos, como el machismo o la homofobia, y que en este género suelen ser abordados como algo gracioso y normal.

“Voy a poner como ejemplo la cinta Qué culpa tiene el niño, cuya historia versa sobre una chica que en una fiesta queda embarazada, no sabe de quién porque estaba alcoholizada y entonces eso es presentado como chistoso, sin importar que es irresponsable que un hombre se aproveche de una mujer en esas condiciones”.

No ve que este tipo de producciones sean tan terribles y bajas como las sexy comedias de los años 80, donde los hombres literalmente violaban a las mujeres y nadie decía nada y todos se reían, pero asumen los mismos valores. “Obviamente son más sofisticadas estas comedias, son más pulidas, pero los chistes son los mismos, apelan al mismo tipo de moral, lo que me parece triste”.

LA ERA DIGITAL

Con respecto a los nuevos formatos de filmación y las modalidades de exhibición más allá de las salas cinematográficas, Fernanda percibe que ciertamente plantean nuevos problemas estéticos y económicos, lo cual también puede ser una oportunidad para que se abaraten las posibilidades de acceso para producir cine a quien actualmente no tiene los recursos para hacerlo.

“Al final lo importante es contar bien una historia y hacerlo estéticamente. Incluso hay historias que se pueden contar mejor en uno u otro formato. Por ejemplo, hay un director que filmó su primera película en iPhone, Tangerine, de Sean Baker, que fue muy premiada, y después decidió que su segunda producción se hiciera en 35 mm porque consideró que esa cinta no aguantaba lo digital y requería cierta profundidad. O sea hay narrativas para todo tipo de formato”.

Sobre el formato de miniseries, predominante en los servicios de streaming on line, la crítica de cine también los califica de oportunidad interesante. “A mí me gustan muchísimo, yo no las veo como un producto menor. Creo que muchos directores de cine, ante la imposibilidad de tener un presupuesto tan alto, están experimentando. Y pongo cono ejemplo la serie Un extraño enemigo de Gabriel Ripstein, que me pareció muy buena, bien contada, bien narrada y muy acentuada, a pesar de que era muy difícil que una serie más sobre el 68 tuviera impacto”."
fernandasolórzano  conemexicano  education  schools  stories  film  filmmaking  storytelling  linearity  ambiguity  certainty  complexity  howwethink  conversation  interviews  race  racism  homophobia  digital  2018  literature  children  medialiteracy  literacy  teaching  howweteach  unschooling  deschooling  criticalthinking 
december 2018 by robertogreco
Playing at City Building | MIT Architecture
"A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Playing at City Building
A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Jennifer Light

Director of the Program in Science, Technology, and Society; Bern Dibner Professor of the History of Science and Technology; Professor of Urban Studies and Planning
Jen Light’s eclectic interests span the history of science and technology in America over the past 150 years. She is the author of three books as well as articles and essays covering topics from female programming pioneers, to early attempts to organize smart cities, to the racial implications of algorithmic thinking in federal housing policy, to the history of youth political media production, to the uptake of scientific and technical ideas and innovations across other fields. Professor Light is especially fascinated by smart peoples’ bad ideas: efforts by well-intentioned scientists and engineers to apply scientific methods and technological tools to solve social and political problems—and how the history of their failures can inform contemporary scientific and engineering practice.

Light holds degrees from Harvard University and the University of Cambridge. She has been a member of the Institute for Advanced Study and the Derek Brewer Visiting Fellow at Emmanuel College, University of Cambridge. Her work has been supported by the Graham Foundation for Advanced Studies in the Fine Arts and the Andrew W. Mellon Foundation, and honored with the Catherine Bauer Wurster Prize from the Society for American City and Regional Planning History and an honorary doctorate from the Illinois Institute of Technology. Light serves on the editorial boards IEEE Annals of the History of Computing; Information and Culture; Historical Studies in the Natural Sciences; and Journal of Urban History. Professor Light was previously on the faculty of the School of Communication and the Departments of History and Sociology at Northwestern University."
jenniferlight  2018  children  youth  teens  urban  urbanism  cityplanning  cities  citybuilding  schools  education  civics  modeling  participatory  simulations  participation  government  governance  democracy  politics  computing  technology  society  history  via:nickkaufmann  childhood  play  roleplaying  gamification  virtualworlds  worldbuilding 
december 2018 by robertogreco
MIT SHASS: Election Insights 2018 - Jennifer Light - On Social Media and Youth Political Engagement
"Young people in the United States have always been politically active and have long been early adopters of new technologies. Kids of all ages, including those too young to vote, have been making political media for at least the past 150 years."



"These past patterns foreground important choices to be made about media policy and the design of media systems — choices that will determine whether youth political participation in the digital age follows a different path. Examining these patterns also reminds us that history can be an unexpectedly valuable resource for thinking about the future of technology in the United States."
jenniferlight  civics  youth  children  teens  history  politics  us  activism  technology  media  policy  democracy 
december 2018 by robertogreco
Raising Free People Through Respectful Parenting and Unschooling [Episode 74]
"Basically, when we say we’re raising free people, we’ve decided that respect and love, not fear and control, will be how we raise and regard the youngest members of our homes and our society. It’s a form of respectful parenting, but even more so, it’s about living out our belief in liberation to the benefit of children and ourselves. Calling it “raising free people work, or rfp work” is our way of acknowledging that this IS work, and that there ARE tools and people and books and events and public groups and private groups to support this type of conscious parenting, respectful parenting, liberation-mindedness that is inclusive of the ones who tend to bear the weight of our unhealed wounds, our not-yet-adults."

[also here: https://soundcloud.com/radicalselfie/ep-74-what-does-raising-free ]
akilahrichards  2018  freedom  parenting  decolonization  trust  respect  children  education  unschooling  deschooling  self-directed  self-directedlearning  liberation 
november 2018 by robertogreco
When starting school, younger children are more likely to be diagnosed with ADHD, study says – Harvard Gazette
"Could a child’s birthday put him or her at risk for an ADHD misdiagnosis? The answer appears to be yes, at least among children born in August who start school in states where enrollment is cut off at a Sept. 1 birth date, according to a new study led by Harvard Medical School researchers.

The findings, published Nov. 28 in The New England Journal of Medicine, show that children born in August in those states are 30 percent more likely to receive an ADHD diagnosis, compared with their slightly older peers enrolled in the same grade.

The rate of ADHD diagnoses among children has risen dramatically over the past 20 years. In 2016 alone, more than 5 percent of U.S. children were being actively treated with medication for ADHD. Experts believe the rise is fueled by a combination of factors, including a greater recognition of the disorder, a true rise in the incidence of the condition and, in some cases, improper diagnosis.

The results of the new study underscore the notion that, at least in a subset of elementary school students, the diagnosis may be a factor of earlier school enrollment, the research team said.

“Our findings suggest the possibility that large numbers of kids are being overdiagnosed and overtreated for ADHD because they happen to be relatively immature compared to their older classmates in the early years of elementary school,” said study lead author Timothy Layton, assistant professor of health care policy in the Blavatnik Institute at Harvard Medical School.

Most states have arbitrary birth date cutoffs that determine which grade a child will be placed in and when they can start school. In states with a Sept. 1 cutoff, a child born on Aug. 31 will be nearly a full year younger on the first day of school than a classmate born on Sept. 1. At this age, Layton noted, the younger child might have a harder time sitting still and concentrating for long periods of time in class. That extra fidgeting may lead to a medical referral, Layton said, followed by diagnosis and treatment for ADHD.

For example, the researchers said, what may be normal behavior in a boisterous 6-year-old could seem abnormal relative to the behavior of older peers in the same classroom.

This dynamic may be particularly true among younger children given that an 11- or 12-month difference in age could lead to significant differences in behavior, the researchers added.

“As children grow older, small differences in age equalize and dissipate over time, but behaviorally speaking, the difference between a 6-year-old and a 7-year-old could be quite pronounced,” said study senior author Anupam Jena, the Ruth L. Newhouse Associate Professor of Health Care Policy at Harvard Medical School and an internal medicine physician at Massachusetts General Hospital. “A normal behavior may appear anomalous relative to the child’s peer group.”

Using the records of a large insurance database, the investigators compared the difference in ADHD diagnosis by birth month — August versus September — among more than 407,000 elementary school children born between 2007 and 2009, who were followed until the end of 2015.

In states that use Sept. 1 as a cutoff date for school enrollment, children born in August had a 30 percent greater chance of an ADHD diagnosis than children born in September, the analysis showed. No such differences were observed between children born in August and September in states with cutoff dates other than Sept. 1.

For example, 85 of 10,000 students born in August were either diagnosed with or treated for ADHD, compared with 64 students of 10,000 born in September. When investigators looked at ADHD treatment only, the difference was also large — 53 of 10,000 students born in August received ADHD medication, compared with 40 of 10,000 for those born in September.

Jena pointed to a similar phenomenon described in Malcolm Gladwell’s book “Outliers.” Canadian professional hockey players are much more likely to have been born early in the year, according to research cited in Gladwell’s book. Canadian youth hockey leagues use Jan. 1 as a cutoff date for age groups. In the formative early years of youth hockey, players born in the first few months of the year were older and more mature, and therefore likelier to be tracked into elite leagues, with better coaching, more time on the ice, and a more talented cohort of teammates. Over the years this cumulative advantage gave the relatively older players an edge over their younger competitors.

Similarly, Jena noted, a 2017 working paper from the National Bureau of Economic Research suggested that children born just after the cutoff date for starting school tended to have better long-term educational performance than their relatively younger peers born later in the year.

“In all of those scenarios, timing and age appear to be potent influencers of outcome,” Jena said.

Research has shown wide variations in ADHD diagnosis and treatment across different regions in the U.S. ADHD diagnosis and treatment rates have also climbed dramatically over the last 20 years. In 2016 alone, more than 5 percent of all children in the U.S. were taking medication for ADHD, the authors noted. All of these factors have fueled concerns about ADHD overdiagnosis and overtreatment.

The reasons for the rise in ADHD incidence are complex and multifactorial, Jena said. Arbitrary cutoff dates are likely just one of many variables driving this phenomenon, he added. In recent years, many states have adopted measures that hold schools accountable for identifying ADHD and give educators incentives to refer any child with symptoms suggesting ADHD for medical evaluation.“The diagnosis of this condition is not just related to the symptoms, it’s related to the context,” Jena said. “The relative age of the kids in class, laws and regulations, and other circumstances all come together.”

It is important to look at all of these factors before making a diagnosis and prescribing treatment, Jena said.

“A child’s age relative to his or her peers in the same grade should be taken into consideration and the reasons for referral carefully examined.”

Additonal co-authors include researchers from the Department of Health Care Policy, the National Bureau of Economic Research and the Department of Health Policy and Management, and Harvard T.H. Chan School of Public Health."
adhd  children  schools  schooling  schooliness  2018  psychology  health  drugs  diagnosis  behavior 
november 2018 by robertogreco
Kitchen Table Cult
"Kitchen Table Cult unpacks all the things Kieryn and Hännah learned at the kitchen tables of their childhoods in conservative Christian homeschooling families. Every week we take your questions and drill down on various topics about Quiverfull, the Religious Right, and our childhoods in high-demand groups (otherwise known as cults).

We’re not surprised about the rise of Trump, Christian fascism, or evangelical white women voting for someone like Mike Pence, and we want to take you back through the beginning of it all to explain why."

[Kieryn and Hännah on Twitter and elsewhere online:

Kieryn Darkwater
https://twitter.com/mxdarkwater
https://www.responsiblehomeschooling.org/about-crhe/who-we-are/kieryn-darkwater/
https://homeschoolersanonymous.org/?s=Kierstyn+King
https://mxdarkwater.com/

Hännah Hettinger
https://twitter.com/haettinger
https://tinyletter.com/haettinger/archive ]

[Fascinating conversation with harrowing experiences. One apprehension (from Episode 1): seems to oversell public (and private) school education and doesn't mention the many, many terrible outcomes that come from it.
https://soundcloud.com/kitchentablecult/episode-one-beginning-at-the-end
https://kitchentablecult.com/2018/07/18/episode-one-beginning-at-the-end/ ]

[Some other episodes of note:

Episode Three: Diligently Taught
"Hännah and Kieryn discuss the intersections of homeschooling, race, privilege, and children's rights."
https://soundcloud.com/kitchentablecult/episode-three-diligently-taught
https://kitchentablecult.com/2018/08/01/episode-three-diligently-taught/

Episode Five: What is HSLDA? (lots of refs in post)
"Hännah and Kieryn talk with Kathryn Brightbill, Legislative Policy Analyst at CRHE about the Homeschool Legal Defense Association – what their role is in the current state of things, where they came from, and why they’ve managed to win so far."
https://soundcloud.com/kitchentablecult/episode-five-what-is-hslda
https://kitchentablecult.com/2018/08/20/episode-5-what-is-hslda/

Episode 10: Educational Neglect
"Kieryn and Hännah delve into the negative aspects of their homeschool educations, and why they are so passionate about advocating for homeschool reform. When homeschooling goes wrong, it can go very very wrong..."
https://soundcloud.com/kitchentablecult/episode-10-educational-neglect
https://kitchentablecult.com/2018/09/26/episode-ten-educational-neglect/ ] ]

[more from Kieryn
https://www.autostraddle.com/i-was-trained-for-the-culture-wars-in-home-school-awaiting-someone-like-mike-pence-as-a-messiah-367057/
https://www.autostraddle.com/author/kieryn/ ]
homeschool  education  evangelical  school  schooling  learning  neglect  unschooling  howwelearn  christianity  children  parenting  2018  fundamentalism  girls  stayathomedaughters  women  gender  hslda  sexuality  politics  religion  hännahettinger  kieryndarkwater  christofascism  resistance  activism 
november 2018 by robertogreco
AnjiPlay (@anjiplay) • Fotos y vídeos de Instagram
“We have discovered that some teachers, if they really want to hear what children have to say, that their whole state of being is at ease, and they listen closely and that in the process of listening they discover that children are speaking a wealth of information, and these teachers will be receptive to the information that they are hearing. And then some teachers want to hear children say what they the teachers, deep down, want the children to say, things that they want to hear, and will unconsciously overlook what children are actually saying. They can't hear clearly and are unable to truly understand the child's expression. And you can see that their physical state of being is one of anxiety.” —Wang Zhen, Vice Principal, Jiguan Kindergarten, Anji County interviewed by Dr. Chelsea Bailey on November 7, 2018.
wangzhen  children  childhood  preschool  anjiplay  listening  howweteach  teaching  pedagogy  hearing  attention  presence  receptivity 
november 2018 by robertogreco
Unschooling Unpacked – A Semantic Musing | Growing Minds
"IN DEFENSE OF UNSCHOOLING

Unschooling on the other hand represents my resistance to the dominant model and the resulting dominant mindset of compulsory schooling and all that it represents.

For me, schooling is THE most potent agent of continued colonialism. It is the master’s tool to keep the master’s empire intact. It is where we learn to live in and uphold empire. It is colonizing by nature: the pedagogy; the coercive nature; the content and mindset that speaks to white-heteropatriarchal-capitalist power, planetary destruction, creative destruction, competition, adultism, epistimicide, cultural extinction and language extinction.

And so unschooling is resistance: It is by nature decolonizing, it is more in tune with nature, open to all knowledge systems, embracing of the multitude ways of learning, nurturing, cooperative, culturally regenerating, child honoring and consent based!

Of course there are and always will be the dissenters and disruptors that emerge from the industrial schooling system, swimming against the tide and resisting the effects of schooling (lf you’re reading this then you’re most likely one of the dissenters!). But by and large, as we all exit the schooling system, we exit with our minds colonised into a particular understanding of the world, of what constitutes knowledge and learning and how learning looks. This is not something we can simply shrug off. It takes considerable work to deschool from this and potentially a lifelong process of deschooling. In the meantime communities, children, families and the earth suffer.

While I was working on this piece I was going to suggest that maybe our native unschoolers, as the next generation, can shrug off the word as Wendy proposes. But then I got a massage from Ben Draper that debunked that thought. He writes about the influence of those schoolish messages that now show up for him as a father, even though he grew up relatively free of the coercive schooling institutions. The influence of the school mindset extends to even those that have lived and learned outside of it!

Finally, schooling epitomises social injustice. Its compulsory nature takes away the right of a child to have any say in her education. It is adultism in action, laying the foundation for the other kinds of oppressive practices, like racism; classism; sexism; cissexism; heterosexism and ableism. It would make sense that schools should be the agents of change instead of agents of entrenchment. They aren’t. Unschooling begins with social justice. First for the child, which by its nature requires us to investigate and then resist the systems that perpetuate the multitude of societal oppressions that is supported by the schooling structure.

And that is why I can’t give up on the word unschooling. That is why it resonates with me. That is why I am comfortable with the word schooling being there. It needs to be there. In the same way that colonization makes up the bulk of the word decolonization – which serves to name that system that fundamentally changed our psyches and cultures and societies and continues to do so, I want to understand it , name it rather than erase the source of how I came to be. Similarly, I don’t want to erase the role and responsibility of schooling in how I now think, act and feel and that thanks to schooling I am in need of constant introspection to safeguard myself from reverting to patterns of thought and actions dictated by my constantly lurking schooled mindset. Schooling has a significant historical and contemporary role to play in how society functions. It is ever present and therefore the need for the word unschooling is ever present. For me.

Maybe John Holt didn’t envision this word unschooling to represent decolonization and social justice in this way, But I am claiming it for myself. That is the nature and evolution of words.

As long as schooling is around and it influences how we see children, learning and is instrumental in creating and upholding this unjust society , I will be using this word uschooling. Despite Ursula K Le Guin’s warning that “To oppose something is to maintain it”.

I fear I am unable to take heed of her words just yet."
2018  unschooling  deschooling  zakiyyaismail  education  howwelearn  learning  children  johnholt  language  english  homeschool  resistance  colonialism  decolonization  ursulaleguin  opposition  adultism  agesegegation  cissexism  injustice  socialjustice  ableism 
november 2018 by robertogreco
Differences Between Self-Directed and Progressive Education | Psychology Today
"Self-Directed Education, not progressive education, is the wave of the future."



"I’ve found that when I speak or write about Self-Directed Education some people mistakenly believe that I’m speaking or writing about progressive education. Progressive education has many of the same goals as Self-Directed Education, and its advocates use much of the same language, but the foundational philosophy is quite different and the methodology is very different. In what follows I’ll review the basic tenets of progressive education, then review those of Self-Directed Education, and, finally, explain why I think the latter, not the former, will become the standard mode of education in the not-too-distant future."



"To the advocate of Self-Directed Education, it is the child’s brilliance, not a teacher’s, that enables excellent education. The job of adults who facilitate Self-Directed Education is less onerous than that of teachers in progressive education. In Self-Directed Education adults do not need to have great knowledge of every subject a student might want to learn, do not have to understand the inner workings of every child’s mind, and do not have to be masters of pedagogy (whatever on earth that might be). Rather, they simply have to be sure that the child is provided with an environment that allows the child’s natural educative instincts to operate effectively. As I have argued elsewhere (here and here), that is an environment in which the child (a) has unlimited time and freedom to play and explore; (b) has access to the most useful tools of the culture; (c) is embedded in a caring community of people who range widely in age and exemplify a wide variety of skills, knowledge, and ideas; and (d) has access to a number of adults who are willing to answer questions (or try to answer them) and provide help when asked. This is the kind of environment that is established at schools or learning centers designed for Self-Directed Education, and it is also the kind of environment that successful unschooling families provide for their children.

Education, in this view, is not a collaboration of student and a teacher; it is entirely the responsibility of the student. While progressive educators continue to see it as their responsibility to ensure that students acquire certain knowledge, skills, and values, and to evaluate students’ progress, facilitators of Self-Directed Education do not see that as their responsibility. While progressive education is on a continuum with traditional education, Self-Directed Education represents a complete break from traditional education.

I wish here to introduce a distinction, which has not been made explicit before (not even in my own writing), between, Self-Directed Education, with capital letters, and self-directed education, without capitals. I propose that Self-Directed Education be used to refer to the education of children, of K-12 school age, whose families have made a deliberate decision that the children will educate themselves by following their own interests, without being subjected to an imposed curriculum, either in or out of school. I propose further that self-directed education, without capitals, be used in a more generic sense to refer to something that every human being is engaged in essentially every waking minute of every day. We are all, constantly, educating ourselves as we pursue our interests, make our living, and strive to solve problems in our daily lives. Most of what any of us know—regardless of how much curriculum-based schooling we have attended—has come from self-directed education."



"Progressive educators often cite Rousseau as an early proponent of their views. Rousseau’s sole work on education was his book Émile, first published in 1760, which is a fictional account of the education of a single boy. If this book has any real-world application at all it would be to the education of a prince. Émile’s teacher is a tutor, whose sole job, sole mission in life, is the education of this one boy, a teacher-student ratio of one to one. The tutor, by Rousseau’s description, is a sort of superhero. He is not only extraordinarily knowledgeable in all subjects, but he understands Émile inside and out, more so than it is ever possible (I would say) for any actual human being to understand another human being. He knows all of the boy’s desires, at any given time, and he knows exactly what stimuli to provide at any time to maximize the educational benefits that will accrue from the boy’s acting on those desires. Thus, the tutor creates an environment in which Émile is always doing just what he wants to do, yet is learning precisely the lessons that the tutor has masterfully laid out for him.

I think if more educators actually read Émile, rather than just referred to it, they would recognize the basic flaw in progressive educational theory. It is way too demanding of teachers to be practical on any sort of mass scale, and it makes unrealistic assumptions about the predictability and visibility of human desires and motives. [For more on my analysis of Émile, see here.] At best, on a mass scale, progressive education can simply help to modulate the harshness of traditional methods and add a bit of self-direction and creativity to students’ lives in school.

In contrast to progressive education, Self-Directed Education is inexpensive and efficient. The Sudbury Valley School, for example, which is approaching its 50th anniversary, operates on a per student budget less than half that of the local public schools (for more on this school, see here and here). A large ratio of adults to students is not needed, because most student learning does not come from interaction with adults. In this age-mixed setting, younger students are continuously learning from older ones, and children of all ages practice essential skills and try out ideas in their play, exploration, conversations, and pursuits of whatever interests they develop. They also, on their own initiative, use books and, in today’s world, Internet resources to acquire the knowledge they are seeking at any given time.

The usual criticism of Self-Directed Education is that it can’t work, or can work only for certain, highly self-motivated people. In fact, progressive educators are often quick to draw a distinction between their view of education and that of Self-Directed Education, because they don’t want their view to be confused with ideas that they consider to be “romantic” or “crazy” and unworkable. For example, I’m pretty sure that Alfie Kohn had Self-Directed Education in mind when he wrote (here again): “In this cartoon version of the tradition, kids are free to do anything they please, the curriculum can consist of whatever is fun (and nothing that isn’t fun). Learning is thought to happen automatically while the teachers just stand by, observing and beaming. I lack the space here to offer examples of this sort of misrepresentation — or a full account of why it’s so profoundly wrong — but trust me: People really do sneer at the idea of progressive education based on an image that has little to do with progressive education.”

Kohn’s “cartoon” characterization of Self-Directed Education is not quite right—because children do, on their own, regularly choose to do things that aren’t fun in an immediate sense and because staff members don’t just stand around observing and beaming; but, yet, it is not too far off the mark. And it does work. Don’t trust me on that; read and think skeptically about the evidence. Follow-up studies of graduates of schools for Self-Directed Education and of grown unschoolers have shown that people, who educated themselves by following their own interests, are doing very well in life. You can read much more about this in previous posts on this blog, in various academic articles (e.g. here, here, and here), and in my book Free to Learn.

Self-Directed Education works because we are biologically designed for it. Throughout essentially all of human history, children educated themselves by exploring, playing, watching and listening to others, and figuring out and pursuing their own goals in life (e.g. here and Gray, 2016). In an extensive review of the anthropological literature on education cross-culturally, David Lancy (2016)) concluded that learning—including the learning that comprises education—is natural to human beings, but teaching and being taught is not. Winston Churchill’s claim, “I always like to learn, but I don’t always like to be taught,” is something that anyone, any time, any place, could have said.

Children’s educative instincts still work beautifully, in our modern society, as long as we provide the conditions that enable them to work. The same instincts that motivated hunter-gatherer children to learn to hunt, gather, and do all that they had to do to become effective adults motivate children in our society to learn to read, calculate with numbers, operate computers, and do all that they have to do to become effective adults (see Gray, 2016). Self-Directed Education is so natural, so much more pleasant and efficient for everyone than is coercive education, that it seems inevitable to me that it will once again become the standard educational route.

Coercive schooling has been a blip in human history, designed to serve temporary ends that arose with industrialization and the need to suppress creativity and free will (see here). Coercive schooling is in the process now of burning itself out, in a kind of final flaring up. Once people re-discover that Self-Directed Education works, and doesn’t cause the stress and harm that coercive schooling does, and we begin to divert some fraction of the billions of dollars currently spent on coercive education to the provision of resources for Self-Directed Education for all children, Self-Directed Education will once again become the standard educational route. Then we’ll be able to … [more]
unschooling  self-directed  self-directedlearning  deschooling  progressive  2017  petergray  cv  tcsnmy  sfsh  openstudioproject  lcproject  freedom  children  parenting  alfiekohn  learning  howwelearn  education  society  democracy  coercion  compulsory  sudburyschools  davidlancy  canon  teaching  unchooling  pedagogy 
november 2018 by robertogreco
The 'Unschooling' Movement: Letting Children Lead Their Learning | On Point
"Is a child who spends the day watching videos or playing in the backyard actually learning? Yes, say advocates of the "unschooling" movement.

Is a child who spends the day watching videos or playing in the backyard actually learning? Yes, say advocates of the "unschooling" movement.

Interview Highlights
On a typical day for children being unschooled

Maleka Diggs: "Every day has a different tune, and for our family, unschooling or self-directed learning is something that we've embraced over the years. It allows them the freedom to be able to explore ideas, thoughts, whether it be read a book or maybe start off and kick off the day watching television. Either way, it's their decision and my focus becomes to guide them through whatever decisions that they make to ensure that their experience is as fruitful as they'd like it to be.

"It totally begins with freedom. They are morning folks, I am not. At 11 and 13, they are able to prepare their own food. So I don't have to have that stick of — 'Oh, let me get up and cook breakfast for my daughters this morning.' That's not our case. The beginning starts off with a meal. ... And it just progresses from there, whether they have workbooks that they're interested in. And I think there's a misnomer when it comes to unschooling that young people don't use books if it is their choice, most definitely. And that's what one of my daughters does, she enjoys reading and engaging in workbooks and learning about different topics of her choosing, where my other daughter is very much focused on the humanities. And she loves music and dance and drumming."

On the decision to unschool

MD: "I was going to take the typical route and do formal education for my daughters. Like many parents, I moved to a neighborhood where the catchment would kind of secure providing quality access to education for my daughters. What that means, in many areas, is that if you are a person of color, as our family is, you, many times, have to move to a predominately white area, and that's what we did. I went because I wanted to ensure this quality education and I did that. When we got up to the school to enroll my oldest daughter, it was a very difficult moment because the principal there did not believe that I lived in that area, and she asked me for proof of my identification, and several things that were dehumanizing and oppressive, and just marginalizing as a whole. And that was the beginning for me."

On the unschooling movement

Peter Gray: "I have to say, 'unschooling' is not my favorite term. Because it's kind of a negative term. It says what you're not doing, and it terms to put other people on the defensive — 'Oh, you're not doing school? You're not doing what we're doing?' -- instead of saying what you are doing. So I prefer the term 'self-directed education.' ... It's not that we don't believe in education. We believe in education, we just think it works best when children take charge of their education. And the other reason that I don't use the term 'unschooling' in my own writing is because self-directed education can occur in a school-like setting. There are schools for self-directed education. They are not schools that give tests or have a curriculum. There are schools where there's all kind of opportunity for learning, for interacting with other kids, there are adults to help you if you want to ask the adults to help you, but they're not going to come to you and say it's time for you to do this or that. You have to go to them. Much of my research has been in that kind of setting."

On kids who don't have self-direction for this type of learning

PG: "This issue of self-directed — what does it mean to be self-directed? I'm an evolutionary psychologist, so I'm interested in human nature and the nature of children. Look at little kids: Have you ever seen a little kid who hasn't yet gone to school who's not self-directed? Who's not just curious and playful and eagerly doing things? They're exploring the world almost from the moment they're born. They're looking around — 'What's out there? What's new? What can I learn about?' Think of all of the things that children learn before they ever go to school. And this is not just some children that learn it, this is essentially all of the children. They learn their native language from scratch, they learn an enormous amount about the physical world around them and the social world around them. So unschooling is this: What if we just let them continue to do that? Instead of, put them away where their own questions don't count anymore; where their own play is considered, at best, recess, which is increasingly being taken away, rather than a way of learning; where socialization is almost cut off because they're not really allowed to talk to one another or to cooperate. ... We send them to school and then we wonder why they're no longer self-motivated, because we've taken away the basic motives for learning: curiosity, playfulness, sociability."

On how unschooling could contribute to challenges for the public school system

Michael Apple: "I think that it's only a small percent of home-scholers that are doing this, and the research on this is actually quite limited, and mostly limited to middle-class people. We have to remember as well that if you're going to go into this, you need to be fully dedicated, and the vast majority of parents are working two jobs. They're being not just unschooled, but deskilled, in terms of their incomes, with incomes falling within minoritized communities, and because of this I am a little more skeptical about whether this is a model I would like most people to follow. I must admit as a parent of an African-American child myself, I am not a romantic about what goes on and I have a good deal of sympathy for what Maleka is struggling to do, and I think successfully. To me the issue is what do we to collectively? The vast majority of students in the United States will never see a self-directed learning program or an unschooled program. They will go to regular public schools, which, by the way, were victories, not only defeats. African-American and Latino and indigenous people were forbidden from going to school. So let's remember that the school is the last truly public institution. Everything else is being privatized. And there's massive attacks on teachers and schools, turning them into voucher plans and for-profit schools. And to the extent that the unschooling movement grows, it actually, unfortunately, and certainly not consciously on the part of its participants, it contributes to the attacks on teachers and schools. And it will lead to defunding of public schools, which will be a disaster for many more children than will see an unschooling program.""
unschooling  homeschool  education  children  learning  howwelearn  malekadiggs  petergray  michaelapple  schools  parenting  self-directed  self-directedlearning  2018 
november 2018 by robertogreco
Silicon Valley Nannies Are Phone Police for Kids - The New York Times
[This is one of three connected articles:]

"Silicon Valley Nannies Are Phone Police for Kids
Child care contracts now demand that nannies hide phones, tablets, computers and TVs from their charges."
https://www.nytimes.com/2018/10/26/style/silicon-valley-nannies.html

"The Digital Gap Between Rich and Poor Kids Is Not What We Expected
America’s public schools are still promoting devices with screens — even offering digital-only preschools. The rich are banning screens from class altogether."
https://www.nytimes.com/2018/10/26/style/digital-divide-screens-schools.html

"A Dark Consensus About Screens and Kids Begins to Emerge in Silicon Valley
“I am convinced the devil lives in our phones.”"
https://www.nytimes.com/2018/10/26/style/phones-children-silicon-valley.html

[See also:
"What the Times got wrong about kids and phones"
https://www.cjr.org/criticism/times-silicon-valley-kids.php

https://twitter.com/edifiedlistener/status/1058438953299333120
"Now that I've had a chance to read this article [specifically: "The Digital Gap Between Rich and Poor Kids Is Not What We Expected"] and some others related to children and screen time and the wealthy and the poor, I have some thoughts. 1/

First, this article on the unexpected digital divide between rich and poor seems entirely incomplete. There is an early reference to racial differences in screen usage but in the article there are no voices of black or brown folks that I could detect. 2/

We are told a number of things: Wealthy parents are shunning screens in their children's lives, psychologists underscore the addictive nature of screen time on kids, and of course, whatever the short end of the stick is - poor kids get that. 3/

We hear "It could happen that the children of poorer and middle-class parents will be raised by screens," while wealthy kids will perhaps enjoy "wooden toys and the luxury of human interaction." 4/

Think about that and think about the stories that have long been told about poor families, about single parents, about poor parents of color - They aren't as involved in their kids' education, they are too busy working. Familiar stereotypes. 5/

Many of these judgments often don't hold up under scrutiny. So much depends upon who gets to tell those stories and how those stories are marketed, sold and reproduced. 6/

In this particular story about the privilege of being able to withdraw from or reduce screen time, we get to fall back into familiar narratives especially about the poor and non-elite. 7/

Of course those with less will be told after a time by those with much more - "You're doing it wrong." And "My child will be distinguished by the fact that he/she/they is not dependent on a device for entertainment or diversion." 8/

My point is not that I doubt the risks and challenges of excessive screen time for kids and adults. Our dependence on tech *is* a huge social experiment and the outcomes are looking scarier by the day. 9/

I do, however, resist the consistent need of the wealthy elite to seek ways to maintain their distance to the mainstream. To be the ones who tell us what's "hot, or not" - 10/

Chris Anderson points out "“The digital divide was about access to technology, and now that everyone has access, the new digital divide is limiting access to technology,” - 11/

This article and its recent close cousins about spying nannies in SV & more elite parent hand wringing over screen in the NYT feel like their own category of expensive PR work - again allowing SV to set the tone. 12/

It's not really about screens or damage to children's imaginations - it's about maintaining divides, about insuring that we know what the rich do (and must be correct) vs what the rest of us must manage (sad, bad). 13/fin]
siliconvalley  edtech  children  technology  parenting  2018  nelliebowles  addiction  psychology  hypocrisy  digitaldivide  income  inequality  ipads  smartphones  screentime  schools  education  politics  policy  rules  childcare  policing  surveillance  tracking  computers  television  tv  tablets  phones  mobile  teaching  learning  howwelearn  howweteach  anyakamenetz  sherrispelic  ipad 
october 2018 by robertogreco
Why so many U.S. students aren’t learning math | University of California
"Stigler has also analyzed how other countries — such as Australia, Japan, the Netherlands, Switzerland and the Czech Republic — teach math and science, which, he says, helps us understand U.S. teaching practices more clearly.

“American students think math is about memorizing procedures,” Stigler said. “They’re not learning in a deep way. They think learning is supposed to be easy. That’s really not what learning is about. Students need practice in the things they can’t learn by doing a Google search. They need to think and struggle — like when they are practicing a sport or a musical instrument.”

In other countries, students are asked to work on a variety of problems. In the U.S., students work on many repetitions of, essentially, the same problem, making it unnecessary for U.S. students to think hard about each individual problem. We teach math as disconnected facts and as a series of steps or procedures — do this, and this and this — without connecting procedures with concepts, and without thinking or problem-solving.

“Don’t just memorize it and spit it back on the test,” Stigler said.

American eighth graders, for example, rarely spend time engaged in the serious study of mathematical concepts, Stigler said. Japanese eighth graders, in contrast, engage in serious study of mathematical concepts and are asked to develop their own solutions for math problems that they have not seen before.

Stigler thinks this memorization of facts and procedures applies to the teaching of many subjects in the United States.

Improving teaching has proven to be extremely difficult, and efforts to do so have achieved only limited success. But this disappointing record has not discouraged Stigler.

One of his projects, funded by a grant from the Chan Zuckerberg Initiative, is to create and continually improve a university course. The course, which focuses on introductory statistics, includes an online, interactive “textbook” with more than 100 web pages and about 800 assessment questions.

Stigler began creating the course in 2015 in collaboration with Ji Son, a professor at Cal State Los Angeles, and Karen Givvin, a UCLA researcher and adjunct professor of psychology. He taught the course for the first time last spring and is doing so again this quarter.

As students work their way through the course, Stigler and his team collect all the data and can see what the students are learning and what they are not learning.

“Most professors don’t realize how little information we have about how much students are learning,” Sigler said. “I observed a professor once give a lecture where not a single student said anything. I asked him afterwards how he thought it went, and he thought it was great. But how could he tell if it was clear to the students without eliciting any information from students?”

With his interactive course, Stigler can get real-time information. He offers his statistics course for free to any instructor in exchange for getting access to the data showing what, and how, students are learning.

His goal is incremental improvement in teaching, believing that rapid, dramatic results are not realistic. “I want millions of students to get one percent better every year in what they learn,” Stigler said.

Stigler and Givvin are playing leading roles in a new organization, the Precision Institute — created by National University to test innovative teaching ideas and collect data with the goal of helping to solve some of the most challenging issues in higher education. Stigler is one of the institute’s first fellows. National University, a San Diego-based non-profit, offers more than 100 programs, both online and at more than two dozen locations in California and Nevada, and has more than 150,000 alumni.

Through the Precision Institute and its National Precision Research and Innovation Network, National University gets researchers to address its educational challenges, while researchers get to test their education theories in real time in a university setting.

Stigler hopes to add his statistics course to the National University curriculum. Ideas that work can be implemented at National University right away.

Students in the same course can be randomly assigned to use different materials, and Stigler and his team can analyze data and figure out which approach is more effective. Stigler will soon do this in his UCLA undergraduate statistics course and will bring this approach to the National University project as well.

“We’re improving the course while students are taking the course,” said Stigler, who believes strongly in the importance of collecting data to see what actually helps students learn. “We’re trying to measure what they actually learn and figure out how we can help them to learn more.”

Any academic content area could profit from this approach, and the intent of Stigler’s research team is to broaden its application in the future.

“I don’t know what the answers are and don’t have an ax to grind,” Stigler said. “I don’t want to argue in the abstract about theories of education. Let’s test ideas on the ground and see which ones help students.”

Teaching is hard to change. Stigler and Givvin are struck by how similar teaching methods are within each country they have studied, and the striking differences in methods they observed across countries. While the United States is very diverse, the national variation in eighth grade mathematics teaching is much smaller than Stigler and Givvin expected to find.

“The focus on teachers has some merit, of course,” Stigler said, “but we believe that a focus on improving of teaching — the methods that teachers use in the classroom — will yield greater returns.

“Even the countries at the top are trying to improve teaching and learning,” Stigler said. “It is a central problem faced by all societies.”"
math  mathematics  education  teaching  howweteach  us  learning  children  jamesstigler  jison  problemsolving  memorization  howwelearn 
october 2018 by robertogreco
Rethinking Learning to Read, by Harriet Pattison — A Book Review | Alliance for Self-Directed Education
[via: https://twitter.com/cblack__/status/1056254550397485056 ]

"Parents in the sample drew on a diversity of approaches and practices when supporting their children in learning to read. Perhaps unsurprisingly parents’ views in the sample were heavily influenced by phonics. However what was significant was that not all families used phonics based methods, some were openly critical of it and some of the children did not respond well and resisted a phonics based approach. Families shared: “No phonics, no flash cards, no traditional teaching methods were used in our home – for reading or anything else” and “Phonics doesn’t suit every child – as a very strong visual learner my daughter finds the individual sounds in words meaningless ... she hears words as a single sound.”

Some families drew on whole word learning approaches, some an eclectic mix, while others acknowledged the limitations of using methods and a number preferred to use no methods at all because this is what they felt was the best approach for their particular child and that they would learn to read naturally by engaging in everyday life. “Living a life style of literacy”; “Living life in a world where words are everywhere” and “Given time and exposure children will learn to read and will enjoy it.”

Some children also developed their own methods which drew on word recognition, memorisation and guessing, or together with a parent they co-created a unique approach which suited them. It was apparent that what suited one child may not suit another and this included children within the same family, one parent said: “There is not a “one-size-fits-all” magic formula” and another family: “often requiring different resources to be available at different times rather than following a single ‘method’ throughout.”

Away from phonics families were actively and pragmatically choosing methods and approaches with the best fit for the child and they were using those methods in ways that were facilitative of their relationships, the child’s learning and their emotional well being. In taking this open and flexible approach families were placing the child at the centre of the learning experience. For example, a parent said “Go with what works for that particular child” and another “The method is not important; the important [thing] is that the child likes it.“

The sample was characterised by a diversity of accounts, there was no one singular approach that could be used to describe the theoretical positions adopted by this group of parents. In fact as a home educating parent and also as a researcher Pattison explains that it is not necessary for a parent to hold an understanding of what reading is or how reading happens for it is precisely this “not knowing”, questioning and flexible state of mind that enables a parent to be reflexive and responsive to their child, putting the relationship first and re-thinking what reading actually is."
howweread  reading  education  unschooling  phonics  pedagogy  2017  emmaforde  harrietpattison  children  language  deschooling  schooling  schools  homeschool 
october 2018 by robertogreco
Carol Black: Alternatives to Schooling on Vimeo
"Carol Black is an education analyst, television producer, and director of the film Schooling the World. This is her plenary talk at the Economics of Happiness conference, held in Portland, Oregon, in February 2015. The conference was organized by Local Futures, a non-profit organization that has been promoting a shift from global to local for nearly 40 years."
carolblack  unschooling  deschooling  education  learning  howelearn  schools  schooling  happiness  alternative  work  play  experimentation  development  children  age  segregation  experience  experientialeducation  readiness  compulsion  control  authoritarianism  authority  power  standardization  centralization  publicschools  corporations  corporatism  compulsory  agesegregaton  sfsh  tcsnmy  lcproject  openstudioproject  conviviality  ivanillich  community  howwelearn  2015  institutions  institutionalizations  diversity 
october 2018 by robertogreco
Carol Black: Reclaiming Our Children, Reclaiming Our World - YouTube
"Carol Black directed the documentary film Schooling the World, which describes how western-style schools help destroy indigenous cultures worldwide. This talk was given at ISEC's Economics of Happiness conference in Berkeley, California, in March 2012."
carolblack  unschooling  deschooling  economics  humans  learning  howwelearn  schools  schooling  brains  development  children  education  agesegregation  us  history  literacy  standardization  centralization  publicschools  corporations  corporatism  compulsory  control  power  agesegregaton  sfsh  tcsnmy  lcproject  openstudioproject  2012 
october 2018 by robertogreco
Carol Black on Twitter: "FYI: Dr. Chester M. Pierce, who coined the term "microaggression," also coined the term "childism:" https://t.co/vYyMkeWWpj HT @TobyRollo #Childism… https://t.co/2ZOH24MVIf"
"FYI:

Dr. Chester M. Pierce, who coined the term "microaggression," also coined the term "childism:"

https://www.healio.com/psychiatry/journals/psycann/1975-7-5-7/%7B289c676d-8693-4e7a-841e-2ce5d7f6d9f2%7D/childism HT @TobyRollo #Childism
"We contend that childism is the basic form of oppression in our society and underlies all alienation and violence, for it teaches everyone how to be an oppressor and makes them focus on the exercise of raw power rather than on volitional humaneness...

"Like its derivatives, sexism and racism, it is found in virtually everyone. Modification of childist practices would alter other oppressive systems that retard the development of humankind to its full potential."

—CHESTER M. PIERCE, MD GAIL B. ALLEN, MD

2. "In childism, the child-victim is put on the defensive. He is expected to accommodate himself to the adult-aggressor, and is hardly ever permitted to initiate action or control a situation."

3. "The vehicle for most adult action is microaggression; the child is not rendered a gross brutalization, but is treated in such a way as to lower his self-esteem, dignity, and worthiness by means of subtle, cumulative, and unceasing adult deprecation."

4. "As a result of this constant barrage of micro-aggression, the child remains on the defensive, mobilizing constantly to conform and perform. This incessant mobilization is not without cost, psychologically and probably physiologically."

5. "These children have not been physically assaulted. They have, however, been subjected to a number of pejorative acts; the posture, gestures, tone of voice... were an abuse that indicates their inferiority, for no other reason than their social attribute of childhood."

6. "If such abuse were an isolated occurrence, it could be ignored. Yet in all probability these youngsters receive the same gratuitously abusive behavior many times a day from "loving parents," "devoted teachers," "kindly physicians," "concerned policemen..."

7. "This places the child in circumstances that bring about serious, protracted... stress... It has a cumulative effect that may exert a powerful influence on his adult behavior, just as sexist or racist practices affect the entire future of women or members of a minority group."

8. "Children remain the most oppressed group... The more we understand the oppression of children, the more we understand oppression of any individual or group. With a more informed understanding of this process, many traditional dominance patterns could be modified."

~ Chester M. Pierce, MD, former Professor of Psychiatry at Harvard Medical School and Professor of Education at Harvard University, and Gail B. Allen, MD. http://www.mghglobalpsychiatry.org/chesterpierce.php "
chesterpierce  gailallen  carolblack  childism  ageism  2018  microagression  tobyrollo  authoritarianism  deschooling  schooling  unschooling  schooliness  psychology  oppression  power  control  adults  behavior  stress  sexism  racism  children  dominance 
october 2018 by robertogreco
“Minding the Gap,” Reviewed: A Self-Questioning Documentary About What Happened to a Group of Young Skaters | The New Yorker
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  web  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
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