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robertogreco : differences   26

Against the Romance of Community — University of Minnesota Press
"An unexpected and valuable critique of community that points out its complicity with capitalism

Miranda Joseph explores sites where the ideal of community relentlessly recurs, from debates over art and culture in the popular media, to the discourses and practices of nonprofit and nongovernmental organizations. She shows how community legitimates the social hierarchies of gender, race, nation, and sexuality that capitalism implicitly requires. Exposing the complicity of social practices, identities, and communities with capitalism, this truly constructive critique opens the possibility of genuine alliances across such differences."

[via:
https://twitter.com/iebrisson/status/1101938531260395521
https://twitter.com/LabSpecEth/status/1097518720270794753 ]
mirandajoseph  community  capitalism  2002  art  culture  nonprofit  nonprofits  ngos  hierarchy  gender  race  nationalism  racism  sexism  sexuality  socialpractice  identity  differences  canon 
march 2019 by robertogreco
NOPHOTO. Colectivo de Fotografía Contemporánea
"NOPHOTO es un colectivo de fotografía contemporánea nacido en 2005 con el objetivo de hacer viables proyectos individuales y colectivos NO convencionales.


Se caracteriza por una actitud abierta en contenidos, una tendencia interdisciplinar en las formas, la utilización de múltiples soportes de difusión de los proyectos, como web y proyección digital y la implicación personal en el proceso de gestación y producción de los mismos.


NOPHOTO hace de la negación su punto de partida. NOPHOTO no es una agencia de fotógrafos, sino una ACTITUD. Una manera de ver. Una revolución. Un NO (que nunca está de más).


Esta actitud estética hace que NOPHOTO no renuncie a ninguna forma de creación o exhibición. Los trabajos del colectivo ofrecen una experimentada mirada sobre lo cotidiano que siempre conduce a lo extraordinario. Este proceso es resultado de la reflexión en grupo y de la interacción de procesos de creación alternativos.

“No es que nos guste ir a la contra, es que lo que nos divierte es caminar despacio, torpemente, observar las diferencias menudas entre las cosas, descubrir sus ritmos. Tratar de describir un objeto, dar una vuelta alrededor, acariciar su contorno y cubrir todo el perímetro. Preguntarse de qué está hecho y qué papel cumple en la historia. Obligarse a agotar el tema y no decir nada. Obligarse a mirar con sencillez y no resolver nada. No ilustrar, no definir, no fotografiar. Lo que nos gusta es desfotografiar las cosas y desnombrarlas.”

NOPHOTO ha sido galardonado con el Premio Revelación 2006 del Festival Internacional de Fotografía y Artes Visuales PHotoEspaña."
nophoto  photography  spain  españa  collectives  lcproject  openstudioproject  interdisciplinary  español  slow  differences  difference  betweenness  between  margins  periphery  unschooling  deschooling  opposition  discovery  howwelearn  learning  glvo  liminality 
november 2018 by robertogreco
Science / Fiction — Carol Black
"‘Evidence-based’ education, scientific racism, & how learning styles became a myth."



"1. The Debunkers
2. The Map and the Territory
3. The Evidence
4. The Territory Beyond the Map
5. Here Be Dragons"



"A disturbing feature of this discourse in education is the frequency with which it takes the form of male researchers and pundits telling female educators that their views on learning are cognitively childish and irrational and should therefore be disregarded. Cognitive psychologist Daniel Willingham, a prominent debunker, has shared some rather patronizing speculations as to why the vast majority of (mostly female) teachers persist in thinking their students have different learning styles ("I think learning styles theory is widely accepted because the idea is so appealing. It would be so nice if it were true.") His paternal tone is especially disturbing since he makes his case by failing to mention the existence of legitimate competing views from respected scientists and education researchers."



"But despite the debunkers' undeniable passion on the topic, the fact is that there are extremely reputable scientists on both sides of this debate. In other words, as Grundmann and Stehr put it, "the basic rift in these debates is not between lay people and experts but between two alliances that advocate different courses of action based on divergent basic values and knowledge claims... we see representatives of science and the lay public on both sides."

So what are the two alliances in the case of learning styles? And what are their divergent basic values?

Luckily, you don't have to dig very deep to find out. If you review the writings of the most vocal learning styles 'debunkers,' you quickly find that they are almost always simply advocates for traditional, teacher-controlled direct instruction. They tend to favor a traditional "core knowledge" curriculum, traditional forms of discipline, and they adhere to a traditional IQ-based view of intelligence. In other words, they’re just educational conservatives. (In the UK they openly call themselves "trads" as opposed to "progs.") They trumpet any research that supports their preferences and ignore or attempt to discredit any research that leans the other way. They don't like progressive or self-directed or culturally relevant approaches to education. They don't tend to concern themselves overmuch with less tangible aspects of children's well-being like, say, "happiness" or "creativity" or "mental health." They define "what works" in education in terms of test scores.

But the reality is that you can’t say ‘what works” in education until you answer the question: works for what? As Yong Zhao explains in “What Works May Hurt: Side Effects in Education,” it’s reasonable to assume, in education as in medicine, that any given intervention may have negative as well as positive effects; if we want to claim to be evidence-based, we need to look at both. What raises test scores may lower creativity or intrinsic motivation, and vice versa; this study, for example, found that direct instruction hastened young children's mastery of a specific task, but lowered exploratory behavior. So “what the research supports” depends on what you value, what you care most about, what kind of life you want for your children."



"The first thing to understand about learning styles is that there is no agreed-on definition of the term. Multiple frameworks have been proposed, from the popular Visual-Auditory-Kinesthetic framework, to the Concrete-Abstract framework, to the Holistic-Analytical, Impulsive-Reflective, Convergent-Divergent, Field-Dependent-Field-Independent, Cognitive-Affective-Physiological –– one literature review identified 71 different models. As Kirschner and van Merriënboer grouse, if we consider each learning style as dichotomous (e.g. visual vs. verbal) that means there are 2 to the power of 71 possible combinations of learning styles – more than the number of people alive on earth.

They say that like it’s a bad thing. But as astrophysicist Neil DeGrasse Tyson remarked recently, “In science, when human behavior enters the equation, things go nonlinear. That's why physics is easy and sociology is hard.”

Zhang and her frequent collaborators Robert Sternberg and Stephen Rayner, co-editors of The Handbook of Intellectual Styles, are not fans of the 'debunkers.' They use the term intellectual style as an "umbrella term for all style constructs," (including learning styles, cognitive styles, perceptual styles, and thinking styles) which relate to "people's preferred ways of processing information and dealing with tasks." (Notice the word "preferred" here, since that will come up later.) As these authors see it, intellectual style differences are complex, involving cognitive, affective, physiological, psychological, and sociological dimensions. Researchers Maria Kozhevnikov, Carol Evans, and Stephen Kosslyn use the term cognitive style (which includes learning style constructs), to describe "patterns of adaptation to the external world that develop through interaction with the surrounding environment on the basis of innate predispositions, the interactions among which are shaped by changing environmental demands."

The most promising style constructs, in Kozhevnikov's view, are not the narrow visual-auditory-kinesthetic (V-A-K) perceptual categories, but the richer constructs of "context-dependency vs. independency, rule-based vs. intuitive processing, internal vs. external locus of control, and integration vs. compartmentalization." These cognitive tendencies are neither set in stone nor completely malleable; they intersect with cognition at multiple levels, from perception to concept formation to higher-order cognitive processing to meta-cognitive processing.

So it's complicated. And yet despite what researchers Elena Grigorenko and Samuel Mandelman call "the very fine texture" of the "intertwined threads of intelligence and personality" that make learning styles so devilishly hard to define, in practice these differences are not at all difficult to see.

Which is probably why somewhere between 75 and 90% of teachers believe they exist.

In self-directed learning situations where children are able to follow their curiosity in their own ways, differences that might be muted or masked in a controlled instruction setting become very clearly visible. Sensory preferences intersect with social, emotional, and cognitive differences in complex and individual ways that profoundly shape how each child enters and explores and takes hold of the world. One child will spend quiet hours poring over illustrated books about science or history; another child is quickly bored by those, but gets deeply engaged in active social projects like building or filmmaking or citizen science. One child listens in on adult conversations and remembers everything she hears, absorbing knowledge like a sponge; another child creates and constructs knowledge in her own hands-on ways, writing her first book before she reads one. One child is observant and cautious, always making sure of things before venturing into unfamiliar terrain; another child is bold and intuitive, diving in head first and filling in the gaps later in a "fake it till you make it" spirit. The river moves steadily toward the sea, but it follows many divergent pathways, and the shortest distance between two points may not be a straight line.

In other words, human learning differences are complex, multi-dimensional, and difficult to definitively pin down, but this much is clear: the kids have different styles of learning. So how does something so intuitively obvious and readily observed cease to exist in the eyes of the debunkers?"



"The debunkers admit that people have fairly stable learning preferences. They also admit that people have variable abilities in visual v. auditory memory, etc. When you combine preference with ability –– e.g. "I have a good visual memory, and I prefer information presented visually" –– that’s probably what many speakers of the English language understand by the term “learning style.”

So that thing? That exists.

But here’s where the crucial elision occurs, and the claim shifts to the matching hypothesis. In a literature review of learning styles research, Pashler et al. state it this way: the theory of learning styles is only confirmed if we can successfully sort individuals into groups “for which genuine group-by-treatment interactions can be demonstrated.”

What are “group-by-treatment” interactions? Well, in this scenario the teacher diagnoses and sorts the learners into groups, applies a randomized instructional “treatment” to each group, and then administers a test to determine which “treatment” worked better –– like a drug trial.

It's important to note that the debunkers' claim is thus based almost entirely on studies of teacher-controlled direct instruction; they don't involve scenarios where learners have agency. But the problem with studying learning in teacher-controlled settings is that it may be unclear whether you're measuring something about the learning or something about the teaching. In other words, you have to be sure that "Treatment A" isn't just a better or more interesting lesson than "Treatment B."

How can you solve that problem? Simple. By excluding from the list of methodologically acceptable studies anything that involves the kind of creative activities that good teachers might come up with to address the needs of diverse learners.

From the standpoint of strict scientific method, this is, of course, correct; your experimental protocol should control every variable except the one you're testing. How can you achieve this? By further simplification, of course: by creating a lesson so lacking in complexity that it can’t possibly be interesting to anyone. Like memorizing a random list of words.

Here’s where you run … [more]
carolblack  learningstyles  evidence  2018  paulkirschner  jeroenvanmerriënboer  li-fangzhang  mariakozhevnikov  carolevans  elenagrigorenko  stephenkosslyn  robertsternberg  learning  education  data  danielwillingham  daviddidau  joanneyatvin  power  yongzhao  research  unschooling  deschooling  directinstruction  children  happiness  creativity  well-being  iq  intelligence  traditional  testing  intrinsicmotivation  mastery  behavior  howwelearn  self-directed  self-directedlearning  ignorance  franksmith  race  racism  oppression  intersectionality  coreknowledge  schooling  schooliness  homeschool  multiliteracies  differences  hierarchy  participation  participatory  democracy  leannebetasamosakesimpson  andrealandry  pedagogy  teaching  howweteach  colonization  leisterman  ibramkendi  standardizedtesting  standardization  onesizefitsall  cornelpewewardy  cedarriener  yanaweinstein 
june 2018 by robertogreco
Jonathan Mooney: "The Gift: LD/ADHD Reframed" - YouTube
"The University of Oregon Accessible Education Center and AccessABILITY Student Union present renowned speaker, neuro-diversity activist and author Jonathan Mooney.

Mooney vividly, humorously and passionately brings to life the world of neuro-diversity: the research behind it, the people who live in it and the lessons it has for all of us who care about the future of education. Jonathan explains the latest theories and provides concrete examples of how to prepare students and implement frameworks that best support their academic and professional pursuits. He blends research and human interest stories with concrete tips that parents, students, teachers and administrators can follow to transform learning environments and create a world that truly celebrates cognitive diversity."
neurodiversity  2012  jonathanmooney  adhd  cognition  cognitivediversity  sfsh  accessibility  learning  education  differences  howwelearn  disability  difference  specialeducation  highered  highereducation  dyslexia  droputs  literacy  intelligence  motivation  behavior  compliance  stillness  norms  shame  brain  success  reading  multiliteracies  genius  smartness  eq  emotions  relationships  tracking  maryannewolf  intrinsicmotivation  extrinsicmotivation  punishment  rewards  psychology  work  labor  kids  children  schools  agency  brokenness  fixingpeople  unschooling  deschooling  strengths  strengths-basedoutlook  assets  deficits  identity  learningdisabilities  schooling  generalists  specialists  howardgardner  howweteach  teams  technology  support  networks  inclusivity  diversity  accommodations  normal  average  standardization  standards  dsm  disabilities  bodies  body 
november 2017 by robertogreco
my writing advice – Snakes and Ladders
"Given that I’ve written a book about reading, and a book about thinking, maybe I should write a book about writing? I don’t think so. Writing has always seemed to me such a strange act, and one that can be pursued in so many different ways, that it’s extremely difficult to make useful generalizations about it. If you were to read all the Paris Review interviews with writers, I bet the primary lesson to take away from the whole experience would be: Writers are different — different from one another.

But insofar as I do have any general advice for writers, it boils down to this:

1. Find the time of day when you do your best thinking — when your intellectual energy is at its highest — and set that time aside for writing. (If that’s impossible because of work or other responsibilities, then find the best time that’s available to you.) Then preserve that time. Be flexible and generous all the other hours of the day, but be rigid and ruthless about your writing time.

2. Write to think. Don’t try to know where you’re going before you start writing, but write to find out what you think, or find the story you need to tell. Never expect that a particular time-unit of writing will produce a given number of publishable words. You must learn to think of your writing time as a period of discovery, in which you find out what you think, or what images and rhythms tend to emerge from your mind, or where a story seems to want to go. If you focus on discovery, then something worth sharing with others will emerge, in its own way and on its own schedule. But that’s not the kind of thing that can be forced. Allow yourself the freedom to explore.

Of course, these rules can be, and by some should be, broken. Anthony Trollope’s time for writing was determined by his work day at the Post Office — he had to get the writing in before heading off for work — and in order to get the most out of the limited time he had, he always thought out, in the hours after work, what he would write the next morning. But I think most people who want to write will benefit from following the two suggestions I make above."
alanjacobs  writing  advice  2017  differences  howwewrite  howwethinking  thinking 
september 2017 by robertogreco
Pray the Gay Way — The Archipelago — Medium
"But GCN was ultimately about attempting to reconcile these rifts within the community, and even the rift between queer Christians and people like Westboro. On Sunday morning, the director, Justin Lee, argued that “loving your enemies” means not just abstractly forgiving hateful protesters, but listening to the perspectives of political and personal enemies in our families and congregations. Thus it is GCN’s responsibility to reach WBC protesters, Southern Baptist leaders, Focus on the Family, Leelah Alcorn’s parents. I think this is a dangerous message to deliver to people who have been abused. But I do admire the spirit of the big tent, of committing to coming together, however uncomfortably.

Since the conference, I’ve read posts about how GCN was a revelation to many people, a first or only affirming space — it was home, family, church. For me, the weekend was an exercise in empathy, but empathy is not necessarily belonging.

Church folks have a tendency to think that “being made one in Christ” erases our differences, but in fact it means that we have an even greater responsibility to understand our diversity, so that we can truly be one body with different parts. It’s more clear to me after the conference that I don’t need to belong in “the LGBT Christian community” to stand with my siblings in God who have been hurt by the church and are trying to find their place there. My religion and sexuality are important parts of my identity, but not the only ones, or even the ones that have most strongly guided my life experiences. I’m an adult convert who was never raised to believe that God’s promises are contingent on my being “fixed.” I have plenty of white and upper middle class and cisgender privilege. I am firmly planted in progressive secular society and in mostly-welcoming church communities. I was fortunate not to feel at home at GCN — because the rest of the world is a much more welcoming place for me.

On Sunday morning, the conference tried out a more liturgical worship service. (I sang in the choir, the only choir I have ever sung with in thirty years of choral singing that had more men than women.) Sheet music was projected on giant screens so that conference-goers could sing along — but one hymn was missing a page. Fifteen hundred people just kept singing “la la la.” We didn’t know the words, but we could still sing together."
suzannefischer  2015  gcn  sexuality  christianity  community  empathy  difference  differences  inclusion  worship  privilege  diversity  religion  affirmation  listening  inlcusivity  inclusivity 
february 2015 by robertogreco
Damian Bariexca on Twitter: "Two must-read blog posts for my #LTPS friends by @chrislehmann (http://t.co/GVPN7L2QQe) and @garystager (http://t.co/M4QJe4UVdH). Thoughts?"
Damian Bariexca: "Two must-read blog posts for my #LTPS friends by @chrislehmann (http://practicaltheory.org/blog/2014/11/20/curriculum-design-putting-the-horse-before-the-cart/ …) and @garystager (http://stager.tv/blog/?p=3408 ). Thoughts?"

[Pointing here for the subsequent back-and-forth between Chris Lehmann and Gary Stager (selectively chosen here), including a couple of comments from Ira Socol.

I share Gary's philosophy of education much more than that of Chris Lehmann's and I admire Gary's knowledge and body of work, but Gary's condescending tone often does his attempts to convince others a disservice. He frequently dismisses others with snide remarks and belittling comments. Gary also falls into self-aggrandizement. For example, complaining the other day that *he* hadn't ever been invited to the White House* (see end for references). So, while I don't share Chris's interest and preference for structure (more the type and source of structure than the presence of structure), I agree with his responses here, especially regarding the day-to-day realities of progressive schools and the need for measures to make working in them sustainable. That's why the majority of the tweets quoted here come from him. Notes added.]

Chris Lehmann: "Gary's a great revolutionary but a lousy policy-maker. Sooner or later, the May Day speeches need to lead somewhere."
[I would love to see Gary get off the workshop and conference circuit and start a school to show others how his approach and philosophy can be the core program of a school and stay intact over time.] https://twitter.com/chrislehmann/status/535788736374910976

"Gary, I think you fundamentally underestimate the need for useful structures to help teachers teach this way." [I'd add that there is also a fundamental underestimation of the day-to-day toll that countercurrents have on those in progressive schools.]
https://twitter.com/chrislehmann/status/535867057074872320

"It isn't just about workshops. It's about sustaining the effort over years and finding ways to keep getting better." [Standalone workshops, events, or summer classes are one reality that is often embraced. A core progressive/constructivist/constructionist program is something different altogether and it comes with an unrelenting set of apprehensions, anxieties, doubts, ambivalence, undermining, and accusations from adults who aren't fully committed.] https://twitter.com/chrislehmann/status/535867165208231936

"And you, too often, downplay any effort to create structure because of your own dislike of structure. But that is+"
https://twitter.com/chrislehmann/status/535867291507130368

"too much about you, and not enough about the people you would support - teachers and students. The many failures of+" [Here Chris calls Gary out for making things about him. I have seen this too. For example, rather than critiquing what went on during #FutureReady and suggesting others (day-to-day educators) who should have been there, he griped about not being included, placing himself at the center of the conversation.]
https://twitter.com/chrislehmann/status/535867469966352384

"progressive schools that had beautiful visions and insufficient roadmaps toward implementation and therefore suffered"
https://twitter.com/chrislehmann/status/535867633892347904

"mission drift and founder fatigue, and in time, regressed to the mean is the thing we work daily to avoid. Thus, the+" [Regression to the mean. I've seen that happen in a school. I know of many other schools where that has happened. And sometimes I wonder if it's even worth the while to work in a progressive school rather than focus my energy on supporting those that opt out of school altogether.]
https://twitter.com/chrislehmann/status/535867774846119936

"need for thoughtful systems and structures that help good people do the work together through reflective practice."
https://twitter.com/chrislehmann/status/535867907071541248

"I impune nothing, Gary. I think you are brilliant. I also think you let the perfect being the enemy of the good." [Agreed. There is no need to pit one school against the other. Again, why not create a new school (or lea an existing school) as an example rather than cut down those that are doing their best, aligned with their philosophy? I often say that I have no problem with traditional schools as long as they own what they are doing and don't belittle what others are doing through direct comparison or bashing.]
https://twitter.com/chrislehmann/status/535881338604498945

"not discredit. Merely speak to different experiences. Everything I do is toward SLA as a sustainable structure."
https://twitter.com/chrislehmann/status/535881898250473473

"I do not reduce your work. I'm tired of you reducing ours. We at SLA believe in more structure than you. We know." [Here Chris is owning what he believes and what he tries to deliver at SLA. So much respect.]
https://twitter.com/chrislehmann/status/535884701266092032

Ira Socol: "the everyday is very different. It just is" [This. The everyday cannot be compared to workshops, camps, conferences, theory, etc. It's also dangerous to hide (by not sharing or by implying that everything is unanimously embraced by the adults in the community) the very vocal contrary voices that begin to appear when implementing a constuctionist program as the core school day.]
https://twitter.com/irasocol/status/535885352788303872

Gary Stager: "I don't think balance is the goal. This is a matter of stance, of choices." [I agree with Gary here, but that is our philosophy and it's not for everyone. Similar thoughts by Alfie Kohn: http://www.alfiekohn.org/teaching/progressive.htm ]
https://twitter.com/garystager/status/536214550329044993

Ira Socol: "and where/how one chooses to work" [Yes. One can choose to disagree with the way SLA does things, but one doesn't have to work there.]
https://twitter.com/irasocol/status/536215980184465408

Chris Lehmann: "so when you say "Bridging Differences," you mean "convince Chris he is wrong."" [I think Chris is right here. Impasse is impasse. Time to move on.]
https://twitter.com/chrislehmann/status/536217394193383425

----------

*"Anyone led more professional development on teaching for the future than me? Funny how I never get invited to the tea party."
https://twitter.com/garystager/status/535485803552456706

"Perhaps a Republican President will invite me to the White House."
https://twitter.com/garystager/status/535487172225146880
garystager  chrislehmann  education  progressive  teaching  structure  2014  irasocol  cv  tcsnmy  disagreement  policy  practice  constructivism  burnout  regression  mediocrity  balance  missiondrift  fatigue  implementation  purity  condescension  alfiekohn  respect  difference  differences 
november 2014 by robertogreco
guiding principles for an adaptive technology working group | Abler.
"I’ve been thinking about the studio/lab/workshop environment I want to foster at Olin. So herewith a manifesto, or a set of guiding principles, for young engineers and designers working critically, reflexively, in technology design and disability.

1. We use the terms “adaptive” and “assistive” technologies interchangeably when speaking casually or with newcomers to this field, but we use the terms of adaptation as often as possible. Why? Assistance usually implies linearity. A problem needs fixing, seeks a solution. But adaptation is flexible, rhizomatic, multi-directional. It implies a technological design that works in tandem, reciprocally, with the magnificence that is the human body in all its forms. Adaptation implies change over time. Adaptive systems might require the environment to shift, rather than the body. In short, we believe that all technology is assistive technology—and so we speak in terms of adaptation.

2. We presume competence. This exhortation is a central one in disability rights circles, and we proceed with it in mind as we work with our design partners. We don’t claim our end-users are “suffering from” their conditions—unless they tell us they are. We speak directly to users themselves, not to caregivers or companions—unless we’re directed to do so. We speak the way we’d speak to anyone, even if our partners don’t use verbal language in return—until they request we do otherwise. We take a capabilities approach.

3. We are significantly public-facing in our disposition. Doing open and public research—including in the early stages—is central to our conviction that design for disability carries with it enormous political and cultural stakes. We research transparently, and we cultivate multiple and unusual publics for the work.

4. We spend some of our time making things, and some of our time making things happen.¹ A lot of our effort is embodied in the design and prototyping process. But another significant portion of that effort is directed toward good narrative writing, documentation, event-wrangling, and networked practices. Design can be about a better mousetrap; it can also be—and indeed more often should be—a social practice.

5. We actively seek a condition of orchestrated adjacencies: in topics, scales, and methods. Some of our projects attempt to influence industry: better designs, full stop. And some of our projects address issues of culture: symbolic, expressive, and playful work that investigates normalcy and functionality. We want high-tech work right up alongside low-tech work. Cardboard at one end, and circuits and Arduino at the other. Materially and symbolically, adjacencies in real time create unusual resonances between and among projects. They expand the acceptable questions and categories of what counts as research. They force big-picture ideas to cohere with granular problem-solving.

6. We presume, always, that technology is never neutral. And accordingly, we seek to create tools for conviviality, in the sense that Ivan Illich laid out in his book of the same name. Tools that are “accessible, flexible, noncoercive.” We won’t be perfect at it, but we won’t shy away from hard questions: What will it cost? What might be unintended consequences? What have we overlooked?

Like life, this version is subject to change. More on the studio/lab/workshop in this earlier post.

1. “I went from making things, to making things happen.” That’s artist Jeremy Deller on how his art practice went from objects to conditions and situations."
art  design  making  sarahendren  2014  assistivetechnology  adaptivetechnology  olincollege  manifestos  rhizomes  adaptation  human  humans  bodies  criticaldesign  conviviality  ivanilllich  normalcy  functionality  orchestratedadjacencies  hitech  lowtech  agency  makers  socialpractice  transparency  questionasking  askingquestions  jeremydeller  studios  lcproject  openstudioproject  howwework  ethics  ideals  disability  disabilities  differences  time  change  conversation  principles  adaptive  body  low-tech 
august 2014 by robertogreco
reform toxicity bhopal india
“The scar is a deeper level of reconstruction that fuses the new and the old, reconciling, coalescing them, without compromising either one in the name of some contextual form of unity. The scar is a mark of pride and of honor, both for what has been lost and what has been gained. It cannot be erased, except by the most cosmetic means. It cannot be elevated beyond what it is, a mutant tissue, the precursor of unpredictable regenerations. To accept the scar is to accept existence. Healing is not an illusory, cosmetic process, but something that—by articulating differences—both deeply divides and joins together.”
—Lebbeus Woods, Radical Reconstruction
seams  scars  lebbeuswoods  reconstruction  regeneration  differences 
august 2014 by robertogreco
Smart Pop Books — Girls, Guns, Gags
"This is how feminism is supposed to work-women aren’t better than men at everything, they’re better at some things and less good at others, and thus they are equals. This is illustrated by the fact that they talk to each other like equals—teasing, mocking, and cracking jokes, acknowledging each other’s strengths and weaknesses with humor and generosity, and occasionally outright spite. That’s what you got in Firefly. Yes, Mal could have taken Saffron in a fist-fight. And she could have taken him in a battle of wits—not because she had feminine wiles, but because she was willing to take advantage of his humanity. And Mal knew that; that’s why he had Inara on his team. He won in the end, just like Buffy, not by being the strongest individual, but by having the strongest gang. They were bound together by affection, and that’s why jokes were the key. Lucky Firefly only ran for half a season, or I might have got the idea that everything could be this good."
difference  differences  violence  scifi  sciencefiction  women  gender  television  tv  via:anne  nataliehaynes  2012  buffy  feminism  humor  firefly  future  futures 
september 2012 by robertogreco
The Land of Big Groceries, Big God, and Smooth Traffic: What Surprises First-Time Visitors to America - Max Fisher - The Atlantic
"The U.S. can be such a jarringly strange place for many foreign visitors that travel guidebooks detail everything from the dangers of talking politics to tips on respecting Americans' famously guarded personal space. But what do those visitors find when they actually get here? This American Life spoke to a relatively narrow slice of foreign arrivals, but a thread on public question site Quora, jumping off from the radio segment, asks web users from around the globe to chime in with what surprised them about America. 

The stories are self-reported…some…anonymous, so it's difficult to tell whether some of their answers might be exaggerated or even false. But there are some consistent themes in what surprised them…which might say as much about the people who visit the U.S. and assumptions they bring with them as about America itself."

See also: http://www.quora.com/How-Americans-Are-Different/What-facts-about-the-United-States-do-foreigners-not-believe-until-they-come-to-America ]
image  media  stereotypes  perception  travel  differences  capitalism  society  groceries  food  foreigners  cultureshock  culture  us  thisamericanlife 
august 2012 by robertogreco
on empathy | D'Arcy Norman dot net
"Michael Wesch has been doing some awesome, inspiring and innovative stuff in his digital ethnography courses. He talks about the stuff he and his students do, and people dutifully write it down as a recipe for them to do the same. But that doesn’t work. People are different. Dr. Wesch nails it – the most important thing we have is empathy. The ability to recognize others’ feelings. To be aware that people are different."
technology  education  theory  policy  reform  silverbullets  cookiecutters  cookiecutting  michaelwesch  d'arcynorman  empathy  2012  differences  unschooling  deschooling  standardization  models  theproblemwithmodels  offtheshelf  it'snotthateasy  differentiation  via:lukeneff  conformity  diversity  teaching  learning  lcproject  creativity  pigeonholing 
may 2012 by robertogreco
SpeEdChange: If you say "scale up," you don't understand humanity
"The trick to sharing "best practices" is to stop doing that. Instead, share "our practices" and let ideas meet, collide, mix, and take root differently in each place. The trick to "scaling up" is the same - stop trying. If BMW has to "Americanize" their cars in order to sell them in the United States (adding cup holders, etc), what makes people like Intel or the KIPP or TFA foundations so arrogant as to imagine that they can replicate themselves among vastly different communities?

Instead we imagine, attempt, describe, converse. We pass along concepts, not plans. We share observations, not blueprints. We accept that whether it is a child or a school, we can not evaluate anything with a checklist or a score, but only with very human description.

That's a less rational world which requires more humane effort, and it contains troubling mountains and deep valleys because it is not flat. But it is the world in which we actually live."
heartofdarkness  wine  diversity  differences  norming  norms  standardization  rttt  nclb  arneduncan  benjamindistraeli  williamgladstone  cottonmather  hybridization  worldisflat  universaldesign  scalingup  scalingacross  germany  france  uk  us  americanization  localism  local  teaching  learning  unschooling  deschooling  comparativeeducation  blueprints  society  americanexceptionalism  exceptionalism  reform  britisshemprire  thomasfriedman  assimiliation  cooexistence  frenchcolonialism  terroir  deborahfrieze  margaretwheatley  anglocentrism  decolonization  colonization  humanscale  human  scaling  scale  education  schools  2012  irasocol 
february 2012 by robertogreco
L'Hôte: the resentment machine
"They have been raised to compete, & endlessly conditioned to measure themselves against their peers, but they have done so in an environment that denies this reality while it creates it.…

…no surprise that the urge to rear winners trumps urge to raise artists. But the nagging drive to preach the value of culture does not go unnoticed…

…culture in which they have been raised has denied them any other framework w/ which to draw meaning…

Part of the cruel genius of capitalism lies in its ability to make all activity w/in it seem natural & inevitable…

…the role of the resentment machine: to amplify meaningless differences and assign to them vast importance for the quality of individuals. For those who are writing the most prominent parts of the Internet-- the bloggers, the trendsetters, the uber-Tweeters, the tastemakers, the linkers, the creators of memes and online norms-- online life is taking the place of the creation of the self, and doing so poorly."

[Also here: http://thenewinquiry.com/post/12473769143/the-resentment-machine ]
resentmentmachine  internet  life  meaning  capitalism  latecapitalism  purpose  values  2011  parenting  culture  creativity  creation  making  doing  consuming  materialism  tcsnmy  schooling  education  unschooling  deschooling  society  resentment  cv  wisdom  definitionofself  via:danmeyer  tastemakers  criticism  whatmatters  humanity  competition  racetothetop  winners  art  leisurearts  meaningmaking  meaninglessness  differences  artleisure 
october 2011 by robertogreco
On Parenting, Learning, and Possibilities of the City | A Space for Learning
"I will never be comfortable in my own skin in a city. I need to be able to see the sky without a multi-story building obscuring the view. Walking in a forest sans the cacophony of taxis and emergency vehicles always feels safer than venturing deep into Olmsted’s well planned Central Park woodlands.<br />
<br />
However, I’ve also learned to appreciate cities from my son. He views cities as places of delight; intersections of rich cultures and an artistry of space.<br />
<br />
I’ve grown up as a parent while observing my millennial grow into an adult. I feel he’s learned some important life lessons from me, but I’ve also learned many critical lessons from him as well. I learned the power of Skype when he lived in Valencia, Spain. I learned don’t call, just text when he spent time in Mexico City. And, I learned to experience, not reject, buildings, people, sidewalks, dogs, parks, graffiti, museums, sounds, smells, and the sky of cities."
pammoran  differences  urban  rural  cities  parenting  preferences  appreciation  2011 
july 2011 by robertogreco
Mari Keski-Korsu - Elephant Paths
"Elephant Paths is a project that explores a geographical and social space using GPS–mapping devices, video and stories from the people walking the paths. It reveals a point of view connected to a space, telling a short story of a moment via video triptychs and stories. It links these places together with mapping traces and social relations. Altogether it creates a spatial map that can be experienced in location (possibly with help of GPS –devices) and in the Internet. Mapped paths are marked with a note.

Elephant Paths –project's goal is to reveal cultural similarities and differences. The project ideology believes that ignorance is the road to fear and war. When we know about people living close or even far from us, we can be open minded and anti-racists. There is a common humanity everywhere, only habits, believes, religions etc. change. The aim is not find a monotonious image of the world, but to reveal common humanity we could all relate to."
gps  elephantpaths  desirelines  geography  social  similarities  differences  humanity  deschooling  unschooling  anarchism  everyday  commonhumanity  human  technology  art  urban  urbanism  games 
june 2011 by robertogreco
Children at Play - The Run of Play [Goes on to discuss soccer players, pointing out the 'adults' and 'children' in professional ranks.]
"Sometimes I find myself walking home from work around the time the local elementary school dismisses its charges for the day. When this happens my daily journey becomes a little more interesting and a little more complicated, because children don’t walk the way adults do. Children will run past you, then stop and squat to look at a slug on the sidewalk, then run past you. Even when no stimulus, sluggish or otherwise, presents itself, they’ll slow down and dawdle for a while before hoofing it again. Also, for any given weather they might be wildly over- or under-dressed. The other day the temperature was in the high forties when I saw ahead of me two girls, ten years old or so… They were walking home from school and so had accoutered themselves, but neither seemed to notice the differences. They dawdled, and ran, and dawdled. I dodged them when necessary, which was often.

Adults aren’t like this. Adults dress appropriately and move steadily towards their goals."
children  adults  play  walking  goals  situationist  serendipity  curiosity  surprise  soccer  futbol  sports  football  xavi  zlatanibrohimavić  dirkkuyt  dawdling  purpose  slow  meandering  alanjacobs  tcsnmy  entertainment  discovery  differences  concentration 
february 2011 by robertogreco
Giving Students Room to Run | Teaching Tolerance
"In 3rd grade, near end of WWII, I learned why I wanted to be a teacher…Mrs. Wright…taught me what every child needs to know…

…She was a gentle, supportive & knowledgeable person who was obviously born to be a teacher…voice never rose in anger or frustration…pleasant, plain face…never displayed anger or disappointment.

& in back of room…sat Joel, active 7-year-old w/ dark unruly hair, lopsided glasses & fidgeting hands…decided lisp…did not speak to rest of us often…math genius…exceptional intellectual ability…taking math classes through local HS & college-level classes…Today…would be identified as ADHD, or perhaps even as autistic…spent most…time running around classroom…

Joel was different in how he worked, but we respected his differences because Mrs. Wright respected them.

…if I could make 1 child feel as comfortable w/ “specialness” as Joel was made to feel…help 1 child accept another who was “different”…I would do something really wonderful.

&…that is why I teach."
lornagreene  teaching  tolerance  differentiation  differences  specialed  patience  howto  ability  adhd  autism  communities  modeling  appreciation  tcsnmy  specialness  respect  understanding 
february 2011 by robertogreco
There's No Such Thing as "Cyberbullying" - Anil Dash
"By creating language like "cyberbullying", they abdicate their own role in the hateful actions, and blame the (presumably mysterious and unknowable) new technologies that their kids use for these awful situations.…

The truth of it is, calling the cruelty that kids show to one another, based on race or gender identity or class or any other imaginary difference, by a name like "cyberbullying" is a cop-out. It's a group of parents, school administrators and lazy reporters working together to shirk their own responsibility for the meanspirited, hateful, incomprehensible things their own kids do.

And it's a myth. There's no such thing as cyberbullying. There's only the cruelty in all of us, and the cowardice of making words to hide from it."

[via: http://bettyann.tumblr.com/post/1225365840 ]
bullying  anildash  cyberbullying  media  myths  cruelty  parenting  schools  danahboyd  cowardice  racism  race  genderidentity  gender  class  differences  difference  journalism  socialmedia  technology  homophobia  children  teens  youth  toshare  topost 
october 2010 by robertogreco
russell davies: weird
"[This] cheered me up no end. It's about WEIRDness, how Western Educated, Industrialised, Rich & Democratic societies produce people who are in no way typical of planet as whole, yet make up bulk of respondents in social science experiments…

"…article is called "The Weirdest People in the World"… & it was published last month in BBS…authors begin by noting that psychology as a discipline is an outlier in being most American of all scientific fields. 70% of all citations in major psych journals refer to articles published by Americans. In chemistry, by contrast, figure is just 37%. This is a serious problem, because psychology varies across cultures, & chemistry doesn't."

As I embark on learning how, professionally, to talk to & work w/ people from other places it's cheering to know I don't know anything. Because if the real social sciences are biased towards Western intuitions then the pseudo-sciences of marketing are, planetarily, even more bogus than I'd always suspected."

[Referring to: http://www.guardian.co.uk/lifeandstyle/2010/sep/18/change-your-life-weird-burkeman ]
russelldavies  west  westernworld  psychology  difference  weird  marketing  socialsciences  sciences  bias  occidentalism  culture  outliers  perspective  global  differences  design  anthropology  stevenjheine  aranorenzayan  josephhenrich  jonathanhaidt 
september 2010 by robertogreco
Underpaid Genius — The Downside Of Diversity: Decreased Social Cohesion?
"The perception of ‘otherness’ will break down the basis of social cohesion and the possibilities of social capital formation." [Exactly. This is why we need to be careful about how we teach. It is important to celebrate differences, but we must not forget to also point out our sameness.]
policy  otherness  differences  immigration  stoweboyd  tcsnmy  ethnicity  origins  multiculturalism  teaching  schools  education  socialsafetynet  diversity  socialcohesion 
july 2010 by robertogreco
MAGIC MOLLY - Brain Wilson
"When you’re a kid, the fact that different people like different music is novel. Not the bare fact of it (duh) but the sheer scope of difference. I’d bet that a lot of kids reach the age of eight or so stubbornly believing that some music is objectively good (the Beach Boys) and some music objectively unlikeable (whatever Tipper Gore advocates) and some music aspirationally palatable (whatever older brother likes). Shedding this bewilderment happens whenever you realize that people select music based on all kinds of criteria and not just, say, catchiness. Some people want music that mirrors the contents of their brain; others want music to counteract their thoughts and feelings; some like to find analogues in music, and some (like me) reach for orderly obliteration—songs whose basic structure, audible lyrics and repetition acts like an atom bomb for the mind. So, still the Beach Boys! Or alternately, surf rock.""
mollyyoung  children  kids  preferences  perspective  perception  purpose  differences  taste 
may 2010 by robertogreco
Educational Leadership:Meeting Students Where They Are:Why Teachers Should Try Twitter
"What lessons have I learned from Twitter? First, I finally understand how much differentiated learning matters. My own motivation levels have skyrocketed, I'm accessing ideas connected to my professional interests, and I've taken ownership of my own learning.

This has me convinced that we can use digital tools to differentiate learning for students, too. Although Twitter may not be appropriate in all situations— elementary students would struggle to build meaningful networks of peers, and schools would have to actively address Internet safety—it's being used successfully by several inventive high school teachers."
twitter  schools  tcsnmy  learning  differences  flow  ples  differentiatedlearning  teaching  ascd  teachers  leadership  education 
february 2010 by robertogreco
click opera - From the most-consumerist will come the post-consumerist!
"Japan is a great place for a tourist to indulge in visions of alternative societies. Not only is Japan actually different in many ways from the society the tourist was brought up in, but his simple incompetence, incomprehension and sheer delirium, as he walks around Japan, will create all sorts of fertile semantic gaps which -- if no-one is on hand to explain them -- he'll fill using his imagination. His expectation of difference will make him create it. Yesterday I was queuing for bread at a bakery on the busy plaza that leads up to Ebisu station. Perhaps the fact that it felt more like an airport than a bakery led to the vision that followed. Gazing at a sign showing the prices of different types of bread, I saw two prices. It was probably just two sizes of bread, but for a second I thought it said "WE SELL" for one price and "WE BUY" for another. I imagined, in other words, that this was a bread exchange."
japan  economics  reuse  secondhand  language  imagination  differences  society  culture  postconsumerism  consumerism  perception  perceiveddifference  momus 
december 2009 by robertogreco
plsj field notes | The trouble with life isn’t that there is no...
"The trouble with life isn’t that there is no answer, it’s that there are so many answers. The purpose of anthropology is to make the world safe for human differences." -Ruth Benedict
differences  ruthbenedict  anthropology  life  mysteries  religion  belief 
july 2009 by robertogreco
Features: 'A narrower Atlantic' by Peter Baldwin | Prospect Magazine May 2009 issue 158
"Despite America’s move to the left under Obama, it’s still assumed that Europe & America are fundamentally different—in their economies, societies & values. But this is a myth...If we compare 4 areas: economy, social policy, environment & religion & cultural attitudes, the evidence in each case allows 2 conclusions. First, Europe is not a coherent or unified continent. The spectrum of difference within even the 16 countries of western Europe is far broader than normally appreciated. Second, with a few exceptions, the US fits into this spectrum...If there is anything that most separates American society from Europe, it is the continuing presence of an ethnically distinct underclass...No one is arguing that America is Sweden. But nor is Britain, Italy, or even France. And since when does Sweden represent “Europe”—at least anymore than the ethnically homogenous, socially liberal state of Vermont does America? Europe is not the continent alone & certainly not just its northern regions."
us  europe  culture  society  statistics  demographics  crime  poverty  literacy  education  socialism  nationalism  comparison  politics  similarities  differences  income  policy  socialpolicy  spending  perception  oil  environment  recycling  consumption  books  reading  energy  religion  govenment  science  barackobama  georgewbush  stereotypes  taxes  economics  evolution  health  families  healthcare  agriculture  secularism  healthinsurance  values 
june 2009 by robertogreco

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