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recent bookmarks from robertogrecoO, Death! - YouTube2023-09-26T15:38:28+00:00
https://www.youtube.com/watch?v=mDjrTkssZmE
robertogrecodeath belief dying nature tolstoy 2023 videoessays science religion spirituality god faith beauty comfort philosophy reason hope truth hopelessness life living meaning meaningmaking meaningoflife epicureanism wisdom morality kingsolomon privilege chance imagination suicide pain suffering persistence depression everyday mundane purpose fulfillment examinedlife society pleasantness morals howwelive expectations ambition status wealth adornment horsesonyt lcd michaelsorensenhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:50a6e57ef468/On the Obligation to KillJoy: Sara Ahmed on the Feminist Killjoy Handbook | Speaking Out OF Place2023-09-14T17:04:07+00:00
https://speakingoutofplace.com/2023/09/13/on-the-obligation-to-killjoy-sara-ahmed-on-the-feminist-killjoy-handbook/
robertogrecosaraahmed feminism joy happiness marginalization civility bigotry sexism misogyny homophobia transphobia truth misery stereotypes killjoys silencing racism power inequality violence society socialviolence solidarity discomfort worldmaking 2023 via:javierarbona academia diversity imperialism handbooks modernity companionship howwewrite wisdom conflict confrontation connection whiteness harm identity whitefeminism exclusion inclusivity appropriation elitecapture opposition negation theseconcsex emotions emotionallabor gratefulness oppression chance neoliberalism queerness expectations unhappiness resistance revolution socialjustice martinseligman cia positivepsychology psychology learnedhelplessness politeness policing empire abolitionism abolition institutions prisons prisonabolition justice race gender polish andrewjdilts appearances accessibility police surveillance availability universities colleges passing angeladavis ginadent healing transformativejustice therapy trauma subversion failure michaelhardt robhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9025b82f0573/Care, Not Control - by L. M. Sacasas2023-06-15T21:54:14+00:00
https://theconvivialsociety.substack.com/p/care-not-control
robertogrecolmsacasas parents parenting children surveillance care control alanjacobs technology audreywatters presence responsibility anxiety safety attention jacquesellul alisongopnick precarity panopticon involvement obligation obligations canon measurement monitoring recording distance closeness proximity knowing slow small scale neglect intentionality accountability families panopticism state morality values gaze schools schooling schooliness colleges universities edtech training compassion self-discipline software analytics quantification seeinglikeastate mutualaid markets capitalism neoliberalism wisdom stress pressure goals expectations isolation standardization onebestway intelligence race gender gendering racism racialization command individuals bigdata seeing proctoring learning howwelearn teaching howweteach learninganalytics trust trusting independence autonomy risks predictability chrisgilliard davidgolumbia lenoreskenazy robhorning kith kin kinship attending attendancehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a3ae0da67da6/The Real Inflation2023-01-05T07:43:27+00:00
https://mailchi.mp/thebrick.house/the-secret-service-is-not-so-secretly-disloyal-13854240?e=7e355757ff
robertogrecoalexpareene 2023 inflation plannedobsolescence materials degradation durability expectations quality flying airlines customerservice economics qualityoflife longevity timehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ffbff97d6976/Between Chaos and the Man: How not to become an anarchist, by Alan Jacobs2022-12-09T10:23:37+00:00
https://harpers.org/archive/2022/12/between-chaos-and-the-man-the-dawn-of-everything-graeber-wengrow-the-dispossessed-ursula-k-le-guin/
robertogrecoanarchism 2022 alanjacobs ursulaleguin davidgraeber waltermosley society civilization primitivism cooperativism anarcho-syndicalism anarcho-communism marxism capitalism economics praxis practice politics philosophy mutualaid behavior action calvinism cooperation freedom greed vanity vainglory morality chaos murraybookchin pierre-josephproudhon marshallsahlins thedispossessed socialorder human humans decentralization thomashobbes selfishness pride peterkropotkin reciprocity competition dominance power politicalphilosophy nikilsaval sigfriedgiedion nietzsche us marginalization humannature utopia orthodoxy sciencefiction scifi discomfort hunter-gatherers socialdevelopment arthurcclarke loreneiseleyinequality injustice efficiency productivity exploitation solidarity possession dispossession ownership governance order hierarchy rule complexity corruption evil authority obstructionism anthropology originalsin centralization standards canons enough structure expectation tradition traditions expectations conventionshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d75c8407de79/Beyond Horology Podcast: Why We Collect Watches with guest psychiatrist Erik Nilzèn 🇸🇪 on Apple Podcasts2022-11-20T00:28:12+00:00
https://podcasts.apple.com/us/podcast/beyond-horology-podcast/id1549388407?i=1000538216849
robertogrecowatches collections collecting eriknilzèn 2021 hobbies mortality time aesthetics brain memory possessions objects light shape forms sound smells allthesenses talismans memories connections howwethink living learning pasttimes self-worth self-importance expertise value why whywelearn belonging community communities socialmedia enabling forums self-assertion shopping anxiety values consumerism validation status vanity success signaling flexing stories ego expression self-expression desire obsession longing expectations sweden fulfillment investment culture clothing accessories stress influence budget homages settling watchenthusiasm fomo image images illusions longevity durability fashion trends trendiness limitededitions manipulation addiction behavior consumption depression overconsumption procrastination relationships escape respect work lifebalance balance watchcollectinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3f9621dd3470/Goodbye Internet: Infinite Detail - YouTube2021-11-25T19:55:06+00:00
https://www.youtube.com/watch?v=D16xz_tXWC4
robertogrecotimmaughan ingridburrington liekewouters 2021 infinitedetail internet complexity infrastructure meshnetworks systems sciencefiction scifi economics capitalism capital systemsthinking colonialism expectations entitlement jgballard williamgibson davidgraeber brucesterling democracy anarchism anarchy mutualaid climatechange future nearfuture present adjacentfuture parallelfuture fiction exploitation optimism pessimism utopia dystopia superflux anabjain cyberpunk snowcrash neuromancer nealstephenson play networkedculture prediction online love grief neoliberalism brendanbyrne howwewrite writing howwethink alternatehistory inevitability malleability history change speculativefiction speculativedesign supplychains bleakness globalization precarity resilience astrataylor activism art organizing politicalchange culture smartphones corydoctorow davidbyrne narrative ursulaleguin hope hopefulness technology bigtech metaversehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7aa98f73056b/Audre Lorde reads Uses of the Erotic: The Erotic as Power - YouTube2021-10-10T05:05:48+00:00
https://www.youtube.com/watch?v=xFHwg6aNKy0
robertogrecoaudrelorde power uschooling deschooling west patriarchy erotic eroticism bodies gender sexuality sense kinship convention safety standardization senses expectations knowing understanding obedience compliance oppression liberation freedom knowledge form living life control canon via:unthinkingly satisfaction selfnegation numbness society depression selfdenial despair hierarchy racism race feminismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ef983ad60a9c/Noel Ignatiev’s Long Fight Against Whiteness | The New Yorker2019-11-18T16:06:33+00:00
https://www.newyorker.com/news/postscript/noel-ignatievs-long-fight-against-whiteness
robertogrecoA big political problem is that many of the slaves think they are masters, or at least side with the masters at crucial moments—because they think they are white. I wanted to understand why the Irish, coming from conditions about as bad as could be imagined and thrown into low positions when they arrived, came to side with the oppressor rather than with the oppressed. Imagine how history might have been different had the Irish, the unskilled labor force of the north, and the slaves, the unskilled labor force of the South, been unified. I hoped that understanding why that didn’t happen in the past might open up new possibilities next time.
The book was a hit, by academic standards. Ignatiev now had a powerful platform. But he was also a decade removed from the steel mills, and he was unsure how much a book could really do. Privately, he questioned the value of his new life in the highest reaches of the academy. His on-campus provocations—which included a 1992 incident in which he called for the removal of a kosher toaster oven in a student dormitory—only caused bewilderment among students and administrators.
By 1998, it was time for him to move on. He accepted a post at Bowdoin College, a small school in Maine that mostly catered to white New England prep schoolers. The first class he taught there was a freshman seminar on the making of race; his most adoring student that semester was me, a naïve, vain eighteen-year-old Korean immigrant from North Carolina who desperately wanted to live outside the confines dictated by his race and his own privilege. Ignatiev, with his stories of working in the steel mills, his scorn for credentialled people, and his unwavering belief that a society free from white supremacy was possible, provided a model of a life worth living. I attended all of his office hours, learned to idolize John Brown, and read everything he put in front of me. In my dorm room and in the cafeteria, I talked excitedly to my confused friends about revolutionary politics and abolishing whiteness. At the end of that year, I dropped out and enrolled in Americorps, in hopes of becoming a radical.
I learned, ultimately, that I didn’t have the strength of his convictions. I could never see a new society in my co-workers or, perhaps more importantly, in myself. Even so, I kept looking for traces of what Ignatiev was talking about. There are moments—observing a seemingly small gesture of kindness between two protesters in St. Paul, or noticing the elegant design of the food halls at Standing Rock—when some great possibility seems to reveal itself. When that happens, I think immediately of Ignatiev and his belief in the revolutionary potential of ordinary Americans.
Acouple of months before he died, I drove up to see Ignatiev at his home, in Connecticut. His illness prevented him from swallowing, but he wanted to cook dinner for me in his back yard, where he had fitted a large wok over a rusty propane ring. “Even though I can’t eat anymore, I still find it relaxing to cook,” he told me. As we chopped up the vegetables in a light rain, we talked about all the things we had discussed in his office—John Brown, labor movements, the need to break away from credentialled society. Just as he would a few weeks later, at Freddy’s Bar, he expressed doubt about whether his work had amounted to anything.
I am not so vain as to believe that Noel’s influence on my life provides proof that his work, in fact, made a difference. If his ideas about whiteness and of “white privilege” became fashionable within the academy, they later took on forms he could barely recognize, and oftentimes, despised. He was bewildered by the rise of a style of identity politics that reified the fictions of race and, through its fixation on diversity in élite spaces, abandoned the working class. And as a lifelong radical he took little solace in the rise of a young, insurgent left drawn to the reformist revolution of Democratic Socialism. These movements, I imagine, must have felt like defeats to Ignatiev. We are very far from the abolition of the white race, and there are very few people who believe that changing the minds of five, much less five hundred thousand people, could potentially revolutionize the world.
And yet, from another perspective, there is no political or literary trend—or President—capable of derailing Ignatiev’s true lifelong project. In his writing, and in Race Traitor and Hard Crackers, Ignatiev demonstrated the transformative power of working-class stories. His radicalism was always tethered to specific people, who, in their own ways, inspired sympathy and a desire for connection. That specificity will always be relevant; it may be especially so at a moment of cynical alienation, when identities have become recitations rather than communities. There is enduring power in the narratives he collected and shared—the stories of people he met as a child, in Philadelphia, or in the plants and mills of Chicago, or in his classrooms. My favorite of these stories is included in the introduction to “How the Irish Became White”:
On one occasion, many years ago, I was sitting on my front step when my neighbor came out of the house next door carrying her small child, whom she placed in her automobile. She turned away from him for a moment, and as she started to close the car door, I saw that the child had put his hand where it would be crushed when the door was closed. I shouted to the woman to stop. She halted in mid-motion, and when she realized what she had almost done, an amazing thing happened: she began laughing, then broke into tears and began hitting the child. It was the most intense and dramatic display of conflicting emotions I have ever beheld. My attitude toward the subjects of this study accommodates stresses similar to those I witnessed in that mother.
Sometimes, while walking around gentrifying Brooklyn, I will see young, white progressives talking to the people whom they are displacing. There’s an officiousness—an almost disingenuous toadying—to these interactions that I, with my modern, fashionable prejudices, find a bit funny and gross. Do they believe that the contradictions between their stated politics and their actual lives can be cleansed through ritualistic bonhomie? Or are they just saying an extended goodbye to their temporary neighbors? Ignatiev might have looked at those same conversations and seen people who desperately wanted to be saved from their whiteness. He might have walked by, with a generosity of spirit that I do not possess, and dropped a few leaflets at their feet, filled with enthusiastic, optimistic provocations, and unreasonable demands.”]]>jaycaspiankang 2019 noelignatiev irish history race racism whiteness marxism socialconstructions society class radicalism us clrjames work labor privilege whiteprivilege behavior expectations falsehoods kingsleyclarke affirmativeaction sto johnbrown johngarvey credentials convictions kindness democraticsocialism abolition abolitionism organizing workingclass cv classwarfare radicals unschooling deschooling labormovements connection sympathy alienationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fc12136f7cc5/How This All Happened · Collaborative Fund2019-01-06T05:29:59+00:00
https://www.collaborativefund.com/blog/how-this-all-happened/
robertogrecohistory economics us ww2 wwii 2018 morganhousel debt labor work credit teaparty donaldtrump employment unemployment inequality capitalism 1940s 1950s 1960s 1970s 1980s 2000s 2010s expectations behavior highered highereducation education communication healthcare housing internet web online complexity worldwarii worldwar2https://pinboard.in/https://pinboard.in/u:robertogreco/b:520b4aee548c/Talent. A Football Scholarship. Then Crushing Depression. - The New York Times2018-11-30T17:24:46+00:00
https://www.nytimes.com/2018/11/15/sports/isaiah-woods-mental-health.html
robertogrecoathletics anxiety mentalhealth depression 2018 universities colleges highered highereducation parenting expectations americanfootball pressure healthhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f1262a70b26d/How to look at Los Angeles: A conversation with D.J. Waldie, Lynell George and Josh Kun2018-07-28T17:14:27+00:00
http://www.latimes.com/entertainment/arts/miranda/la-et-cam-how-to-see-los-angeles-dj-waldie-lynell-george-and-josh-kun-20150721-column.html
robertogrecolosangeles lynellgeorge joshkun 2015 california cities experience immigration immigrants expectations djwaldiehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e18c27ee8f12/Subjectivity, Rubrics, and Critical Pedagogy – OFFICE OF DIGITAL LEARNING2017-08-05T20:26:05+00:00
http://digitallearning.middcreate.net/critical-digital-pedagogy/subjectivity-rubrics-and-critical-pedagogy/
robertogrecoInclusion is a construction project. Inclusion must be engineered. It is unlikely to “happen” on its own. Rather, those who hold the power of invitation must also consciously create the conditions for sincere engagement, where underrepresented voices receive necessary air time, where those contributing the necessary “diversity” are part of the planning process. Otherwise we recreate the very systems of habit we are seeking to avoid: the unintentional silencing of our “included” colleagues.
If we are to approach teaching from a critical pedagogical perspective, we must be conscious of the ways that “best practices” and other normal operations of education and classroom management censure and erase difference. We must also remain aware of the way in which traditional classroom management and instructional strategies have a nearly hegemonic hold on our imaginations. We see certain normalized teaching behaviors as the way learning happens, rather than as practices that were built to suit specific perspectives, institutional objectives, and responses to technology.
The rubric is one such practice that has become so automatic a part of teaching that, while its form is modified and critiqued, its existence rarely is. I have spoken with many teachers who use rubrics because:
• they make grading fair and balanced;
• they make grading easier;
• they give students clear information about what the instructor expects;
• they eliminate mystery, arbitrariness, and bias.
Teachers and students both advocate for rubrics. If they are not a loved part of teaching and learning, they are an expected part. But let’s look quickly at some of the reasons why:
Rubrics Make Grading Fair and Balanced
Rubrics may level the grading playing field, it’s true. All students are asked to walk through the same doorway to pass an assignment. However, that doorway—its height, width, shape, and the material from which it is made—was determined by the builder. مها بالي reminds us that, “Freire points out that every content choice we make needs to be questioned in terms of ‘who chooses the content…in favor of whom, against whom, in favor of what, against what.'” In other words, we need to inspect our own subjectivity—our own privilege to be arbitrary—when it comes to building rubrics. Can we create a rubric that transcends our subjective perspective on the material or work at hand? Can we create a rubric through which anyone—no matter their height, width, or shape—may pass?
Recently, collaborative rubrics are becoming a practice. Here, teachers and students sit down and design a rubric for an assignment together. This feels immediately more egalitarian. However, this practice is nonetheless founded on the assumption that 1. rubrics are necessary; 2. a rubric can be created which will encompass and account for the diversity of experience of all the students involved.
Rubrics Make Grading Easier
No objection here. Yes, rubrics make grading easier. And if easy grading is a top concern for our teaching practice, maybe rubrics are the best solution. Unless they’re not.
Rubrics (like grading and assessment) center authority on the teacher. Instead of the teacher filling the role of guide or counsel or collaborator, the rubric asks the teacher to be a judge. (Collaborative rubrics are no different, especially when students are asked by the teacher to collaborate with them on building one.) What if the problem to be solved is not whether grading should be easier, but whether grading should take the same form it always has? Self-assessment and reflection, framed by suggestions for what about their work to inspect, can offer students a far more productive kind of feedback than the quantifiable feedback of a rubric. And they also make grading easier.
Rubrics Give Clear Information about What the Instructor Expects
Again, no objection here. A well-written rubric will offer learners a framework within which to fit their work. However, even a warm, fuzzy, flexible rubric centers power and control on the instructor. Freire warned against the “banking model” of education; and in this case, the rubric becomes a pedagogical artifact that doesn’t just constrain and remove agency from the learner, it also demands that the instructor teach to its matrix. Build a rubric, build the expectations for learners in your classroom, and you also build your own practice.
The rubric doesn’t free anyone.
Rubrics Eliminate Mystery, Arbitrariness, and Bias
This is simply not true. No written work is without its nuance, complication, and mystery. Even the best technical manuals still leave us scratching our heads or calling the help desk. Rubrics raise questions; it is impossible to cover all the bases precisely because no two students are the same. That is the first and final failing of a rubric: no two students are the same, no two writing, thinking, or critical processes are the same; and yet the rubric requires that the product of these differences fall within a margin of homogeneity.
As regards arbitrariness and bias, if a human builds a rubric, it is arbitrary and biased.
Decolonizing Pedagogy
Critical Digital Pedagogy is a decolonizing effort. bell hooks quotes Samia Nehrez’s statement about decolonization at the opening of Black Looks: Race and Representation:
Decolonization … continues to be an act of confrontation with a hegemonic system of thought; it is hence a process of considerable historical and cultural liberation. As such, decolonization becomes the contestation of all dominant forms and structures, whether they be linguistic, discursive, or ideological. Moreover, decolonization comes to be understood as an act of exorcism for both the colonized and the colonizer.
For Critical Pedagogy, and Critical Digital Pedagogy, to work, we have to recognize the ways in which educational theory, especially that which establishes a hierarchy of power and knowledge, is oppressive for both teacher and student. To do this work, we have to be willing to inspect our assumptions about teaching and learning… which means leaving no stone unturned.
With regards to our immediate work, then, building assignments and such (but also building syllabi, curricula, assessments), we need to develop for ourselves a starting place. Perhaps in an unanticipated second-order move, Freire, who advocated for a problem-posing educational model, has posed a problem. A Critical Digital Pedagogy cannot profess best practices, cannot provide one-size-fits-all rubrics for its implementation, because it is itself a problem that’s been posed.
How do we confront the classrooms we learned in, our own expectations for education, learners’ acquiescence to (and seeming satisfaction with) instructor power, and re-model an education that enlists agency, decolonizes instructional practices, and also somehow meets the needs of the institution?"]]>seanmorris rubrics education pedagogy learning mahabali subjectivity objectivity 2017 grades grading assessment marthaburtis sherrispelic inclusion inclusivity diversity criticalpedagogy classroommanagment fairness paulofreire coercion collaboration judgement expectations power control agency howwelearn homogeneity samianehrez race represenation decolonization hierarchy horizontality onesizefitsall acquiescence instruction syllabus curriculum syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8827b6494356/Saying ‘No’ to Best Practices – OFFICE OF DIGITAL LEARNING2017-06-19T20:15:11+00:00
http://digitallearning.middcreate.net/instructional-design/saying-no-to-best-practices/
robertogrecoLearning is always a risk. It means, quite literally, opening ourselves to new ideas, new ways of thinking. It means challenging ourselves to engage the world differently. It means taking a leap, which is always done better from a sturdy foundation. This foundation depends on trust — trust that the ground will not give way beneath us, trust for teachers, and trust for our fellow learners in a learning community.
Critical pedagogy assumes that students want and are motivated to learn. Only about 75% of teachers I’ve talked to feel this way. We need to change that for ourselves. Teaching is not only more effective when we trust students to learn (which I distinguish from following instructions or passing a test), but it’s also more fun, more satisfying, and less exhausting.
Grade less / Grade differently
Peter Elbow writes, “Grading tends to undermine the climate for teaching and learning. Once we start grading their work, students are tempted to study or work for the grade rather than for learning.” We all know this is true. Working for a grade undermines not only a lifelong attitude toward learning, but also student agency. A critical pedagogy asks us to reconsider grading entirely; and if we can’t abandon it whole-hog, then we must revise how and why we grade. Consider allowing students to grade themselves. Offer personal feedback on work instead of a letter, number, or percentage. There are lots of options to evaluating work without artificial markers.
Question deadlines
When pressed, most teachers have told me that they enforce deadlines because students will need to meet deadlines in the “real world.” There are no students in higher education who got there without meeting deadlines. Education need not be militaristic about deadlines. Ideas and creation are more important than timeliness. I wrote, in my post called “Late Work,”
We are put in the most unique spot of coaching learners into a world of knowledge. What we need to remember is that their world of knowledge may not align perfectly with our own, their process may not fit our schedules, their ideas may not synch with our own.
Think about what you are actually teaching and question whether you need deadlines, whether students need deadlines, and whether either of you benefit from them.
Collaborate with students
Learners are pedagogues in their own right. Chris Friend, Director of the Hybrid Pedagogy journal, writes:
If we give students the freedom to choose their own path, they might choose poorly or make mistakes on our watch. But we must be willing to allow them the challenge of this authority, the dignity of this risk, and the opportunity to err and learn from their mistakes. They learn and gain expertise through experimentation.
If pedagogy is the sole purview of the instructor in the room, students are asked to follow along a path predetermined by that instructor’s best (we hope) intentions. However, because students bring different levels of expertise to any material or discussion—and because their lives, identities, and intersectionality inform their learning—students should be as involved in their own learning as possible. From syllabus creation to grading, building rubric and assignments to self-assessment. As Daniel Ginsberg writes, “my students are the most central members of the community in which I learn critical pedagogy.”
Inspire dialogue
Very little can be accomplished through direct instruction. Bloom’s Taxonomy makes a show of positioning knowledge-level learning as the foundation of any learning experience. But learning is more chaotic, messier, and more confounding than taxonomies provide for. In “Beyond Rigor,” Jesse Stommel, Pete Rorabaugh, and I argue that:
Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception — multimodal, collaborative, and playful — that push the boundaries of disciplinary allegiances, and don’t always wear their brains on their sleeves, so to speak.
Simply put, learning happens outside the lines. It’s perfectly acceptable for instructors to provide lines, but whenever we do so, we must just as diligently encourage learners to leave those lines—to question, to redraw, to imagine, to refuse, to explore. When we do this, we inspire dialogue, not just between students, but between ourselves and students, between ideas, between the act of learning and the act of instruction themselves.
Be quiet
Generally speaking, teachers fear dead air. Silence in the classroom, or few to no responses on a discussion forum, can stir all kinds of thoughts and emotions—from “they’re not getting it” to “I’ve done something wrong” to “they’re bored,” and worse. But in truth, thoughtfulness and thoroughness takes time.
Janine DeBaise writes that: “Every student has something valuable to teach the rest of us. I’ve made that assumption for over thirty years now, and so far, I’ve never been proven wrong.” If at the core of critical pedagogy we believe that learners are their own best teachers—and if we have spent any time at all as teachers ourselves preparing lesson plans and discussions—then we can acknowledge that teaching takes time.
Filling silence may come out of a desperation to keep the class moving and to ensure that all ideas are understood, but it also reinforces the teacher’s voice as primary. When we are silent, we can hear what students have to say (even when they’re not saying it), and listen for the swell of understanding as it builds.
Be honest and transparent about pedagogy
Teaching isn’t magic. In fact, there are very good reasons for teachers to reveal their “tricks” to learners. I have, numerous times, sat on the desk at the front of the classroom and called attention to how that’s different to standing behind a podium, sitting in a circle with the class, or lecturing from notes. Not to qualify one over the other, but to reveal something about the performativity of learning and teaching.
Similarly, we should invite students into a discussion about the syllabus, the 15- or 10-week structure of a course, the usefulness or uselessness of grades, etc. Kris Shaffer, in “An Open Letter to My Students,” brings students in close to his teaching process:
I am not perfect. Nor are any of your other professors. We are experts in the fields we teach, and some of us are experts in the art of teaching. However, we make mistakes … and each pass through the material brings new students with different experiences, backgrounds, skills, sensitivities, prejudices, loves, career goals, life goals, financial situations, etc. There is no one way — often not even a best way — to teach a topic to a student.
There is power in secrecy, as any magician knows. But for a collaborative, critical pedagogy to work, that power must be shared.
Keep expectations clear
In digital learning, instructions are vital. If we haven’t adequately prepared a learner to navigate whatever cockamamie educational technology we’re employing, then we’re setting that learner up to fail. And this applies more broadly to teaching in general. If we don’t make very clear what hopes we have for students, we lay the foundation for misunderstanding, distrust, angst, and combativeness in a classroom.
However, this does not mean we need to parse in clear terms our learning objectives for a course. Adam Heidebrink-Bruno writes, about the syllabus as a container of our expectations,
The problem with the form arises when we share this information without its cultural and historical contexts. The content appears isolated and meaningless. And while an educator may quickly jot down that “participation is worth 20% of your grade” or “office hours by request,” it is a wholly different experience to consider this rhetoric in relation to its implied ideologies.
In fact, learning objectives are a red herring when it comes to keeping expectations clear. We should think about expectations in terms of the community we are forming in a class; but we also need to be very honest about the ways a student might run aground of our own silent standards.
Be open to change
Thomas P. Kasulis wrote that “A class is a process, an independent organism with its own goals and dynamics. It is always something more than even the most imaginative lesson plan can predict.” Most teachers have had the experience of a class going “off the rails” at one time or another. In some cases, we struggle to get students back on course, back in line; but in other cases, we follow the lead of a tangent or derailment to a surprising, revelatory end.
And this is the most troubling side of best practices: they rarely allow for an improvisational approach, a “yes, and” methodology. Amy Collier and Jen Ross have written about the idea of not-yetness, a theory antithetical to evidence-based teaching. In “What about Qualitative Research in the ‘New Data Science of Learning‘?”, Amy offers:
Maggie Maclure calls the push for evidence-based education “animated by the desire for certainty, willing to sacrifice complexity and diversity for ‘harder’ evidence and the global tournament of standards.” The push for “harder evidence” often pushes out the kinds of learning and evidence that come from post-structural, phenomenological, and critical approaches.
The problem with the evidence-based approach, Amy goes on to say, is that it can’t account for learning that might be tied to a person’s identity, to the intersectional way in which they approach the material. In fact, the goal of best practices that come out of randomized controlled experiments is efficiency, not learning… not dialogue, not trust, and not collaboration. If we’re going to enact any best practices, they should be unattached to outcomes, deeply seated in our interest in students, and wholly malleable."]]>bestpractices education pedagogy teaching howweteach 2017 seanmorris learning edtech digitalliteracy jessestommel criticalpedagogy sfsh grade grading howwelearn deadlines collaboration chrisfriend hybridpedagogy dialogue peterorabaugh rigor janinedebaise silence quiet listening performativity expectations adamheidebring-bruno change thomaskasulis maggiemaclure krisshaffer amycollier jenrosshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8691ae508160/On Being Broken, and the Kindness of Others – The Tattooed Professor2017-05-14T22:44:31+00:00
http://www.thetattooedprof.com/2017/05/09/on-being-broken-and-the-kindness-of-others/
robertogrecovia:audreywatters kevingannon 2017 resilience pluckiness grit education realworld highered highereducation adversity mentalhealth well-being uncertainty expectations kindness compassion companionship substanceabuse academia colleges universities brokenness professionalism help helplessness success individualism support assistancehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:aed27574d9a2/Christopher Emdin SXSWedu 2017 Keynote - YouTube2017-03-10T03:08:54+00:00
https://www.youtube.com/watch?v=XbBwM1c-6xM
robertogrecochristopheremdin education 2017 sxswedu2017 schools diversity teaching learning howweteach howwelearn studentvoice listening socialjustice service atribecalledquest dinka culture adjustment maladjustment ptsd psychology voice transcontextualism johndewey doctorseuss traditions children race racism trauma trayvonmartin violence schooling schooltoprisonpipeline technology edtech pedagogy disenfranchisement technosolutionism commoncore soul liberation conversation paulofreire credentialism stem coding economics expectations engagement neweconomy equity justice humility quantification oppression whitesupremacy cosmopolitanism hiphoped youthculture hiphop youth teens appropriation monetization servicelearning purpose context decontextualization tfa courage inequality inequity normalization community curriculum canon complexity chaos nuance teachforamerica transcontextualizationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c42680e15e56/CCA Wattis Institute for Contemporary Arts: David Hammons2017-02-25T05:46:49+00:00
http://wattis.org/view?id=4%2C368
robertogrecoBlack hair is the oldest hair in the world. You’ve got tons of people’s spirits in your hands when you work with that stuff.
[David Hammons. "Wine Leading the Wine," 1969. Courtesy of Hudgins Family Collection, New York. Photo: Tim Nighswander/IMAGING4ART.]
If Hammons is suspicious of all that is visible, it might be because the visible, in America, is all that is white. It’s all those Oscar winners, all those museum trustees, and all those faces on all those dollar bills. Some artists work to denounce, reveal, or illustrate racial injustice, and to make visible those who are not. Hammons, on the other hand, prefers invisibility—or placing the visible out of reach. He doesn’t have a lesson to teach or a point to prove, and his act of protest is simply to abstract, because that’s what will make the visible harder to recognize and the intelligible harder to understand.
If Duchamp was uninterested in what the eye can see, Hammons is oppressed by it—it’s not the same thing.
[David Hammons. "In the Hood," 1993. Courtesy of Tilton Gallery, New York.]
I’m trying to make abstract art out of my experience, just like Thelonius Monk.
For Hammons, musicians have always been both the model and the front line. When George Lewis says that “the truth of improvisation involves survival,” it’s because improv musicians look for a way forward, one note at a time, with no map to guide them and with no rules or languages to follow other than ones they invent and determine themselves. It forces them to analyze where they are and forces them to do something about it, on their own terms. Doesn’t get much more political than that.
Or, as Miles Davis once put it, “I do not play jazz.” He plays something that invents its own vocabulary—a vocabulary that is shared only by those who don’t need to know what to call it or how to contain it. And just as Miles Davis doesn’t play jazz, David Hammons doesn’t make art.
[David Hammons. "Blue Rooms," 2000 (installation view, The Centre for Contemporary Art, Ujazdowkski Castle, Warsaw).]
I’m trying to create a hieroglyphics that was definitely black.
Hammons goes looking for spirits in music, poetry, and dirt. He knows they like to hide inside of sounds, lodge themselves between words or within puns, and linger around the used-up and the seemingly worthless. He knows he’s caught some when he succeeds in rousing the rubble and gets it to make its presence felt. Like Noah Purifoy, he ignores the new and the expensive in favor of the available. Like Federico Fellini, he spends his time in the bowels of culture and makes them sing.
[David Hammons. "(Untitled) Basketball Drawing," 2006.]
There are the materials that make the art—those are the foot soldiers—but there is also the attitude that makes the artist. Hammons has his way of thinking and his way of behaving, which is once again not something one sees or necessarily understands, but is something that makes its presence known, the way spirits make their presence felt. There will be some who won’t recognize it and others who do—and his work is meant only for those who see themselves in it.
Did you ever see Elvis Presley’s resume? Or John Lennon’s resume? Fuck that resume shit.
Ornette was Ornette because of what he could blow, but also because he never gave into other people’s agendas or expectations.
What matters even more than having your own agenda is letting others know that it doesn’t fit theirs. “To keep my rhythm,” as Hammons puts it, “there’s always a fight, with any structure.” The stakes are real because should you let your guard down, “they got rhythms for you,” and you’ll soon be thinking just like they do. And in a white and racist America, in a white and racist art world, Hammons doesn’t want to be thinking just like most people do. His is a recalcitrant politics of presence: where he doesn’t seem to belong, he appears; where he does belong, he vanishes.
In short: don’t play a game whose management you don’t control.
[David Hammons. "Higher Goals," 1987. Photo: Matt Weber.]
That’s the only way you have to treat people with money—you have to let these people know that your agenda is light years beyond their thinking patterns.
The Whitney Biennial? I don’t like the job description. A major museum retrospective? Get back to me with something I can’t understand.
Exhibitions are too clean and make too much sense—plus the very authority of many mainstream museums is premised on values that Hammons doesn’t consider legitimate or at least does not share. He is far more interested in walking and talking with Jr., a man living on the streets of the East Village, who taught him about how the homeless divide up their use of space according to lines marked by the positioning of bricks on a wall. Those lines have teeth. In a museum, art is stripped of all its menace.
[David Hammons. "Bliz-aard Ball Sale," 1983. Photo: Dawoud Bey.]
The painter Jack Whitten once explained of how music became so central to black American life with this allegory:
When my white slave masters discovered that my drum was a subversive instrument they took it from me…. The only instrument available was my body, so I used my skin: I clapped my hands, slapped my thighs, and stomped my feet in dynamic rhythms.
David Hammons began with his skin. He pressed his skin onto paper to make prints. Over the subsequent five decades, he has found his drum.
[David Hammons. "Phat Free," 1995-99 (video still). Courtesy of Zwirner & Wirth, New York.]"]]>davidhammons anthonyhuberman art jazz ornettecoleman milesdavis theloniousmonk material rules trickster outsiders artworld resumes elvispresley johnlennon insiders race racism us power authority jackwhitten music museums galleries menace homeless nyc management structure presence belonging expectations artists noahpurifoy availability culture hieroglyphics blackness georgelewis improvisation oppression marcelduchamp visibility invisibility souls spirits fellinihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ffc82a1d4ce8/How those coming online interact and view technology (with tweets) · jonathanshariat · Storify2016-02-09T07:04:54+00:00
https://storify.com/jonathanshariat/greate
robertogrecoui ux elderly aging age mobile phones smartphones online internaction technology 2015 learning condescension howwelearn howweteach passwords spam affection communication whatsapp relationships patience memes etiquette reputation expectations motivation content communities community care guidance internet empowerment intenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ab5229e8489c/Why Generation Y is unhappy2015-12-13T23:58:17+00:00
http://brightside.me/article/why-generation-y-is-unhappy-11105/
robertogrecogeny generationy millennials 2015 expectations babyboomers generations economics work labor fulfillment happiness reality socialmedia presentationofself ambition careers imagecrafting facebook dunning-krugereffect selfbranding boomershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:745f9557e624/Cheerful to a Fault: “Positive” Practices with Negative Implications - Alfie Kohn2015-07-14T06:22:26+00:00
http://www.alfiekohn.org/blogs/cheerful
robertogrecowe need to resist reassuring her that it’s not true and getting the classmate to confirm it; then we must ask ourselves what has led to this idea. Probably there is truth to the cry for help, and our refusal to admit it may simply lead the child to hide her hurt more deeply. Do we do too much reassuring – ‘It doesn’t hurt,’ ‘It’ll be okay’ – and not enough exploring, joining with the child’s queries, fears, thoughts?[3]
A reflexive tendency to say soothing things to children in distress may simply communicate that we’re not really listening to them. Perhaps we’re offering reassurance more because that’s what we need to say than because it’s what they need to hear.
3. Happiness as the primary goal. How can we help children grow up to be happy? That’s an important question, but here’s another one: How can we help children grow up to be concerned about whether other people are happy? We don’t want our kids to end up as perpetually miserable social activists, but neither should we root for them to become so focused on their own well-being that they’re indifferent to other people’s suffering. Happiness isn’t a good thing if it’s purchased at the price of being unreflective, complacent, or self-absorbed.
Moreover, as the psychologist Ed Deci reminds us, anger and sadness are sometimes appropriate responses to things that happen to us (and around us). “When people want only happiness, they can actually undermine their own development,” he said, “because the quest for happiness can lead them to suppress other aspects of their experience. . . .The true meaning of being alive is not just to feel happy, but to experience the full range of human emotions.”[4]
*
And here are four specific cheerful-sounding utterances or slogans that I believe also merit our skepticism:
4. “High(er) expectations.” This phrase, typically heard in discussions about educating low-income or minority students, issues from policy makers with all the thoughtfulness of a sneeze. It derives most of its appeal from a simplistic contrast with low expectations, which obviously no one prefers. But we need to ask some basic questions: Are expectations being raised to the point that students are more demoralized than empowered? Are these expectations being imposed on students rather than developed with them? And most fundamentally: High expectations to do what, exactly? Produce impressive scores on unimpressive tests?
The school reform movement driven by slogans such as “tougher standards,” “accountability,” and “raising the bar” arguably lowers meaningful expectations insofar as it relies on dubious indicators of progress — thereby perpetuating a “bunch o’ facts” model of learning. Expecting poor children to fill in worksheets more accurately just causes them to fall farther behind affluent kids who are offered a more thoughtful curriculum. Indeed, as one study found, such traditional instruction may be associated with lower expectations on the part of their teachers.[5]
5. “Ooh, you’re so close!” (in response to a student’s incorrect answer). My objection here is not, as traditionalists might complain, that we’re failing to demand absolute accuracy. Quite the contrary. The problem is that we’re more focused on getting students to produce right answers than on their understanding of what they’re doing. Even in math, one student’s right answer may not signify the same thing as another’s. The same is true of two wrong answers. A student’s response may have been only one digit off from the correct one, but she may have gotten there by luck (in which case she wasn’t really “close” in a way that matters). Conversely, a student who’s off by an order of magnitude may grasp the underlying principle but have made a simple calculation error.
6. “If you work hard, I’m sure you’ll get a better grade next time.” Again, we may have intended to be encouraging, but the actual message is that what matters in this classroom isn’t learning but performance. It’s not about what kids are doing but how well they’re doing it. Decades’ worth of research has shown that these two emphases tend to pull in opposite directions. Thus, the relevant distinction isn’t between a good grade and a bad grade; it’s leading kids to focus on grades versus inviting them to engage with ideas.
Similarly, if we become preoccupied with effort as opposed to ability as the primary determinant of high marks, we miss the crucial fact that marks are inherently destructive. Like demands to “raise expectations,” a growth mindset isn’t a magic wand. In fact, it can distract us from the harmfulness of certain goals — and of certain ways of teaching and assessing — by suggesting that more effort, like more rigor, is all that’s really needed. Not only is it not sufficient; when the outcome is misconceived, it isn’t even always desirable.[6]
7. “Only Positive Attitudes Allowed Beyond This Point.” I’ve come across this poster slogan in a number of schools, and each time I see it, my heart sinks. Its effect isn’t to create a positive atmosphere but to serve notice that the expression of negative feelings is prohibited: “Have a nice day . . . or else.” It’s a sentiment that’s informative mostly for what it tells us about the needs of the person who put up the poster. It might as well say “My Mental Health Is So Precarious That I Need All of You to Pretend You’re Happy.”
Kids don’t require a classroom that’s relentlessly upbeat; they require a place where it’s safe to express whatever they’re feeling, even if at the moment that happens to be sadness or fear or anger. Bad feelings don’t vanish in an environment of mandatory cheer — they just get swept under the rug where people end up tripping over them, so to speak. Furthermore, students’ “negativity” may be an entirely apt response to an unfair rule, an authoritarian environment, or a series of tasks that seem pointless. To focus on students’ emotions in order to manufacture a positive climate (or in the name of promoting “self-regulation” skills) is to pretend that the problem lies exclusively with their responses rather than with what we may have done that elicited them.[7]"
[Also posted here: https://www.washingtonpost.com/blogs/answer-sheet/wp/2015/07/14/things-we-say-to-kids-that-sound-positive-but-can-be-detrimental/ ]]]>alfiekohn education listening howweteach teaching pedagogy praise reassurance happiness reflection expectations grades grading effort attitudes positivity behavior manipulation criticism judgement feedback constructivecriticism support schools selflessness kindness tests testing standardizedtesting accuracy deborahmeierhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bad748dba610/The Future is Learning, But What About Schooling? | Higher Ed Beta @insidehighered2015-02-25T05:35:01+00:00
https://www.insidehighered.com/blogs/higher-ed-beta/future-learning-what-about-schooling
robertogrecorichardelmore 2015 education learning howweteach unschooling dechooling schooliness edreform netwrokedlearning policy standards standardization expectations evaluation hierarchy schooling decentralization obsolescence irrelevance bureaucracy knowledge information schoolreform institutions institutionalization publicschools society scriptedlearning testing assessment hiring flexibility mobility experience leadership politicshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7c4221f17fa6/Broken Windows, Broken Schools: A Panel Discussion on Education & Justice on Livestream2015-02-25T04:58:27+00:00
http://new.livestream.com/accounts/5576628/events/3836188
robertogrecoeducation publicschools policy 2015 inequality community privatization choice teaching howweteach commoncore schooltoprisonpipleine zakiyahansari l'heureuxlewis-mccoy carlashedd discipline pedagogy race institutionalracism bias class society canon expectations neworleans chicago nyc advocacy parenting children learning overseers justice socialjustice doublestandards edreform agency democracy voice empowerment josévilson nola charterschoolshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0e0e8704f6ff/Frank Chimero – This One’s for Me2014-03-11T23:05:43+00:00
http://frankchimero.com/blog/this-ones-for-me/
robertogrecoYears ago my mother used to say to me, she’d say, “In this world, Elwood, you must be oh so smart or oh so pleasant.” Well, for years I was smart. I recommend pleasant.
Here’s to thirty years of pleasantness."]]>frankchimero love pleasantness www web internet howwelive expectations work howwework fulfillment relationships presentationofselfhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:76018c4b22ea/Bill Watterson's Speech - Kenyon College, 19902013-04-22T22:22:52+00:00
http://www.serverunderground.com/archive/bill_watterson.html
robertogrecobillwatterson art life meaning meaningmaking living 1990 commencemtspeeches thoreau via:tealtan creativity leisurearts playfulness play johnstuartmill cartoons comics comicstrips inquiry thinking thought lifeofthemind problemsolving values sellingout expectations motivation intrinsicmotivation soulownership worth subversion eccentricity success achievement salaries money artleisurehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6008e9169528/The Technium: The Improbable is the New Normal2013-01-10T20:23:09+00:00
http://www.kk.org/thetechnium/archives/2013/01/the_improbable.php
robertogrecointernet web exposure information coincidence blackswans expectations photography video cameras everyday believability improbable 2013 kevinkelly techniumhttps://pinboard.in/u:robertogreco/b:dab0b6fc6e43/Top five regrets of the dying | Life and style | guardian.co.uk2012-04-29T10:41:11+00:00
http://www.guardian.co.uk/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying
robertogreco2012 philosophy dying relationships expectations happiness yearoff2 yearoff self corage friendship balance work wisdom living life death bronnieware regrethttps://pinboard.in/u:robertogreco/b:347641fafcd9/TOC 2012: Tim Carmody, "Changing Times, Changing Readers: Let's Start With Experience" - YouTube2012-02-21T08:45:08+00:00
http://www.youtube.com/watch?list=PL16E261CDB64A51AF&v=CpAXqHmRa0E
robertogrecodesign reading writing journalism history timcarmody toc2012 via:tealtan constraints billbuxton bookfuturism ebooks stéphanemallarmé paper 2012 media mediarevolutions sentencediagramming advertising photography change books publishing printing modernism context interface expectations conventions skills skeuomorph mallarméhttps://pinboard.in/u:robertogreco/b:abfd549bf1a3/Escape from Childhood2011-07-10T17:59:04+00:00
http://www.holtgws.com/escapefromchildh.html
robertogrecochildhood children'srights education learning schools compulsory curiosity freedom expectations teaching unschooling homeschool deschooling interestdriven escapefromchildhood books johnholt childrensrightshttps://pinboard.in/u:robertogreco/b:de403a1cb6f1/Annie Dillard and the Writing Life by Alexander Chee - The Morning News2010-11-22T03:38:54+00:00
http://www.themorningnews.org/archives/personal_essays/annie_dillard_and_the_writing_life.php
robertogrecovia:lukeneff anniedillard creativity writing writers teaching education advice reading learning craft alexanderchee classideas expectations comparisonhttps://pinboard.in/u:robertogreco/b:42065df2d936/Why is Berlin the place to be? - Berlin Meeting of Connections 20102010-10-11T05:22:19+00:00
http://portal.kessels-smit.com/berlin/berlininsights
robertogrecoberlin via:cervus cities creativity glvo independence possibility expectations structure rules adaptationhttps://pinboard.in/u:robertogreco/b:253ee6f253dc/The Elements of Living Lightly | zen habits2010-07-03T22:33:48+00:00
http://zenhabits.net/light/
robertogrecopsychology happiness expectations judgement zenhabits mindfulness philosophy choice simplicity tips lifehacks advicehttps://pinboard.in/u:robertogreco/b:9ea5112f57ad/Children and technology: The soft bigotry of low expectations | The Economist2010-05-31T18:40:12+00:00
http://www4.economist.com/blogs/babbage/2010/05/children_and_technology
robertogrecotechnology children parenting education attention productivity im barackobama ipod ipad xbox playstation distraction online internet bigotry expectationshttps://pinboard.in/u:robertogreco/b:ff13f7dcde87/BBC News - Why is teaching so stressful?2010-05-03T02:50:42+00:00
http://news.bbc.co.uk/2/hi/uk_news/education/10093529.stm
robertogrecoteaching stress health work culture uk mentalhealth schools expectations tcsnmy demands testing standardizedtesting pressurehttps://pinboard.in/u:robertogreco/b:beeb277370ba/What’s the basic unit of reading? « Snarkmarket2010-04-21T05:53:43+00:00
http://snarkmarket.com/2010/5454
robertogrecounschooling change technology reading writing schools education publishing books newspapers ipad deschooling unlearning snarkmarket timcarmody context expectationshttps://pinboard.in/u:robertogreco/b:db83891ee74b/Caterina.net: Eustress2009-08-27T05:34:34+00:00
http://www.caterina.net/archive/000736.html
robertogrecowords distress eustress language failure success caterinafake stevenjohnson stress slow balance experience expectations embarrassmenthttps://pinboard.in/u:robertogreco/b:88c0b17603bb/Can Separate Be Equal? | The American Prospect2009-08-23T04:07:25+00:00
http://www.prospect.org/cs/articles?article=can_separate_be_equal
robertogrecoeducation poverty research sociology desegregation segregation learning class expectations policy achievementgaphttps://pinboard.in/u:robertogreco/b:379e857bd505/Sweet Juniper! - Someday the world outside the Rust Belt is going to blow this kid's mind2009-01-15T07:23:49+00:00
http://www.sweet-juniper.com/2009/01/someday-world-outside-of-rust-belt-is.html
robertogrecoparenting childhood disneyfree simplicity slow vacation children perspective expectationshttps://pinboard.in/u:robertogreco/b:d2b048c1715f/Relevant History: Quotes of the day2008-09-22T02:20:24+00:00
http://askpang.typepad.com/relevant_history/2008/09/quotes-of-the-d.html
robertogrecoschools humor strategicplanning independentschools education expectations resentmenthttps://pinboard.in/u:robertogreco/b:7903ca7b57c0/Near Future Laboratory » Aspirations2008-08-03T06:02:17+00:00
http://www.nearfuturelaboratory.com/2008/08/02/aspirations/
robertogrecojulianbleecker society expectations change aspirations peers parenting success competition digitalnatives children youth teens education play games culturehttps://pinboard.in/u:robertogreco/b:58ae5c739786/In the Basement of the Ivory Tower2008-05-22T23:31:36+00:00
http://www.theatlantic.com/doc/200806/college
robertogrecoeducation colleges universities society teaching academia culture literacy pedagogy learning life alternative groupthink schools politics economics jobs expectations us grading policy gradeshttps://pinboard.in/u:robertogreco/b:2c7cef6c2f13/Artichoke: "Education significantly shapes how children will define their happiness"2008-04-01T19:36:23+00:00
http://artichoke.typepad.com/artichoke/2008/04/education-signi.html
robertogrecoschools education learning happiness expectations children psychology social families teaching students artichokeblog pamhookhttps://pinboard.in/u:robertogreco/b:a0b9ea242539/Notional Slurry » There are exactly two ways: one, and many2008-03-07T12:59:52+00:00
http://williamtozier.com/slurry/2008/03/03/there-are-exactly-two-ways-one-and-many
robertogrecoattention collaboration ideas learning cv creativity creative generalists failure future society expectations howwework method work careers via:hrheingold gamechanging culture specialists specialization life education academia schools schooling unschooling freedom allsorts canon williamtozierhttps://pinboard.in/u:robertogreco/b:8dcc161f7f40/Phoenix news team "investigates" new teachers' MySpace pages | Tech news blog - CNET News.com2007-11-29T04:59:02+00:00
http://www.news.com/8301-10784_3-9824730-7.html
robertogrecoteaching myspace privacy facebook work expectations society behavior administration management schoolshttps://pinboard.in/u:robertogreco/b:59b65f804cb4/Learning Visions: Messy Learning OK. Messy Training Not OK.2007-10-02T07:09:38+00:00
http://learningvisions.blogspot.com/2007/09/messy-learning-ok-messy-training-not-ok.html
robertogrecolearning messiness society corporative education training expectations serendipity curiosity lcproject unschooling deschoolinghttps://pinboard.in/u:robertogreco/b:ae8b2b10ae4c/Where Work Is a Religion, Work Burnout Is Its Crisis of Faith -- New York Magazine2006-12-01T04:03:14+00:00
http://nymag.com/news/features/24757/
robertogrecoburnout psychology society work freedom expectations teaching schools urban serviceshttps://pinboard.in/u:robertogreco/b:ab6815608dde/NPR : Understanding Burnout2006-12-01T04:01:13+00:00
http://www.npr.org/templates/story/story.php?storyId=6560431
robertogrecoburnout psychology society work freedom expectations teaching schools urban books serviceshttps://pinboard.in/u:robertogreco/b:057c9ab448cd/