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robertogreco : dialectic   2

Some Rules for Teachers – The New Inquiry
"after John Cage

1. only ask the questions to which you really need answers

2. demonstrate uncertainty

3. reconstruct for your students your own previous errors of thought and elucidate to your students what factors lead to a changed mind

4. do not let the terms with which you understand the world get in the way of understanding it

5. give up any desire to be the smartest person in the room

6. remember that students have bodies and that bodies require movement, sustenance, rest, and relief

7. leave an inheritance of dialectic

8. preserve and sustain whatever delusions you’ve found necessary to behave in good faith

9. every student is a genius

10. do not be afraid to state the obvious

11. a socratic bully is still a bully

12. thoroughly prepare class, including making preparations to abandon your preparations entirely

13. listen with your body

14. suspect charisma

15. conduct yourself in such a way that your students can eventually forget that you exist"
pedagogy  anneboyer  johncage  2015  teaching  howweteach  education  unschooling  deschooling  charisma  uncertainty  questionasking  questions  questioning  understanding  learning  dialectic  bodies  movement  students  genius  askingquestions  body 
september 2015 by robertogreco
Michael Shanks: Archaeologies of the contemporary past
"The origin of many of the ideas here can be tracked back to Reconstructing Archaeology written with Chris Tilley, particularly through my book Experiencing the Past - where I sketched the elements of a contemporary archaeolgical sensibility - see now The Archaeological Imagination - a new work revisiting these matters."

"Embodiment and archaeologies of the ineffable: photographs and archaeological objects can introduce the heterogeneous and ineffable into discourse, that richness and detail in every photograph and artefact which lies outside the categories and schemes of discourse. I use the term embodiment to introduce bodily sensitivity as a means of suspending our conventional categorisations and a means of achieving more textured understanding of social realities. Photographs and artefacts can help us attend to materiality by saying "look at what has been omitted", rather than "look, believe this text". An imperative here is to keep open things which are passed over in an instant. Archaeological source materials are, after all, of a material world with a distinctive temporality. The challenge is to work with this.

To end then I extend an invitation to conceive of the dialectical text and image as tangent to the past - a vector (from the present) touching the past at the point of sense and then moving off to explore its own course, partaking of actuality, the temporality of memory. Such texts are part of a method which lends contexts of all sorts to images, words and artifacts. Good archaeology is such a humanistic discipline which is dialectical because it denies the dualisms of past and present, objective and subjective, real and fictive, with all their pernicious variations. We may work instead upon the continuities which run through our encounters with the shattered remains of the dead."
christilley  michaelshanks  archaeology  photography  documentation  anthropology  past  present  words  artifacts  memory  time  humanism  humanities  dialectic  dialog  sensitivity  discourse  temporality  via:selinjessa  dialogue  vectors 
march 2013 by robertogreco

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