Pinboard (robertogreco)
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recent bookmarks from robertogrecoThe Bizarre World of Celebrity Philanthropy2024-02-06T17:44:56+00:00
https://culturestudypod.substack.com/p/the-bizarre-world-of-celebrity-philanthropy
robertogrecophilanthropy celebrity celebrities charity charitableindustrialcomplex philanthropicindustrialcomplex 2024 ashtonkucher amyschiller via:javierarbona charities annehelenpetersen reputationwashing indulgences bono red billgates consumerism consumption glamour neoliberalism politics signaling identity donors fundraising civics nobility ancientgreece justice socialjustice wealth wealthy taxes taxevasion sextrafficking fame authority invisiblechildren kony 2012 congress governance government perfectvictims praise attention praiseseeking victimhood heroism exploitation stature technology techbrain disruption saviorism absolution objectification conspicuousconsumption autism perfectvictimhood pity power sacrifice sentimentality neurodivergence children silentauctions thegildedage beneficence collectivism alexandragrant keanureeves transparency grantlove kony2012 disasterrelief redcross friction effectivealtruism algorithms criticalthinking productivity productivityculture petersinger local donorschoose libraries parhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:878f080516bf/Rally A Posse: A Conversation With Austin Kleon2024-02-02T15:44:21+00:00
https://janeratcliffe.substack.com/p/rally-a-posse-a-conversation-with
robertogrecoaustinkleon 2024 fandom howweread howwewrite reading writing praise gratitude wonder creativity parenting community newsletters robertgottlieb robertcaro play playfulness kurtvonnegut bikes biking ernestbecker self-care sleep garysnyder mariehowe thoreau janeratcliffehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:739689df4325/How He's Using His Gifts | Akilah S. Richards [Episode 12]2018-07-12T18:12:17+00:00
http://www.akilahsrichards.com/heartwood/
robertogrecoakilahrichards anthonygalloway schools education unschooling deschooling gifted juliacordero race schooling self-directed self-directedlearning lcproject openstudioproject children howwelearn learning praise comparison alternative grades grading curiosity libraries systemsthinking progressive reading howweread assessment publicschools elitism accessibility class highered highereducation colleges universities unpaidinternships studentdebt testing standardization standardizedtesting agilelearning community collaboration sfsh tcsnmy freeschools scrum cv relationships communities process planning documentation adulting agilelearningcentershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2c67ca953999/Children, Learning, and the Evaluative Gaze of School — Carol Black2018-06-14T02:27:16+00:00
http://carolblack.org/the-gaze
robertogrecocarolblack canon unschooling deschooling evaluation assessment schools schooling schooliness cv petergray judgement writing art sfsh rubrics children childhood learning howwelearn education discipline coercion rabindranathtagore panopticon observation teaching teachers power resistance surveillance martinbuber gender race racism measurement comparison praise rewards grades grading 2018https://pinboard.in/https://pinboard.in/u:robertogreco/b:39be1fd2b26e/Children in Charge: Self-Directed Learning Programs | Edutopia2016-09-12T04:15:10+00:00
http://www.edutopia.org/blog/children-in-charge-self-directed-learning-mirjam-schoning
robertogrecovia:mattarguello villamonte schools democracy democratic lcproject openstudioproject sfsh switzerland freedom learning howwelearb unschooling deschooling praise criticism freeschools 2015https://pinboard.in/https://pinboard.in/u:robertogreco/b:5e848cef0d5d/My Writing Education: A Time Line - The New Yorker2015-10-31T18:32:52+00:00
http://www.newyorker.com/books/page-turner/my-writing-education-a-timeline
robertogrecogeorgesaunders 2015 teaching teachers writing kindness listening tobiaswolff dougunger audience voice criticism love attention family adoration howweteach confidence howwelearn pedagogy praise self-esteem literature chekhov storytelling stories humility power understanding critique gentleness affection toaspireto aspirations generosity focus education howelearnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:08940bf650e0/The perils of “Growth Mindset” education: Why we’re trying to fix our kids when we should be fixing the system - Salon.com2015-08-22T22:41:27+00:00
http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/
robertogrecoalfiekohn grit motivation education growthmindset caroldweck angeladuckworth parenting children schools fads praise efforthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:29ec95827158/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/I no longer have patience | Ioadicaeu's Blog2014-09-05T18:11:26+00:00
http://ioadicaeu.wordpress.com/2014/07/31/i-no-longer-have-patience/
robertogrecovia:litherland marylstreep patience cynicism criticism demands hypocrisy dishonesty praise comparisons comparison conflict loyalty betrayal exaggeration arrogance pretense lies manipulationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:250cab8651b1/Alfie Kohn on Open Badges - YouTube2014-08-05T04:32:26+00:00
https://www.youtube.com/watch?v=p_98XcxJqkw
robertogreco2014 alfiekohn badges motivation psychology davidthickey openbadges epic2014 credentials credentialing assessment grades grading mastery mozilla democracy khanacademy homeschool learning education gamification intrinsicmotivation behavior rewards scratch mitchresnick awards competition praise recognition control authority validationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2260af498b43/True affirmation is not a praise, but a question that lets you express how you feel. – Tokyo, Japan — A Hi Moment2014-05-23T03:28:59+00:00
https://hi.co/moments/jdqiei0v
robertogrecoaffirmation via:chrisberthelsen shukuge praise questions askingquestions questionasking conversation howwelearn parenting teaching education learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c58ac9fd66c2/erasing.org: Stricken2013-05-13T05:23:26+00:00
http://erasing.org/2007/10/03/stricken/
robertogrecoborges terror edwardhopper praise eliotweinberger finneganswakehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1d5b50d600a5/In defense of open source innovation and polite disagreement | hello.2012-09-24T14:29:39+00:00
http://www.tigoe.net/blog/category/open-innovation/408/
robertogrecocounterproductivepractices civility respect discussion debate attack praise criticism brepettis replicator2 tomigoe idealism opensource disagreement 2012https://pinboard.in/u:robertogreco/b:241a882cde96/Encouragement2012-05-28T00:17:12+00:00
http://raisingable.com/2011/02/10/encouragement-is-the-fuel-that-powers-children-tweens-teens/
robertogrecoEncouragement is like an apple; praise is like candy.
[Praise] can only be given after success. Encouragement is so potent that it can be given after failure.
Praise is general and high-energy. Encouragement is low-key.
By the way, “thank you” is a powerful form of encouragement.
]]>thinking appreciation encouragement psychology failure praise teaching learning success via:litherlandhttps://pinboard.in/u:robertogreco/b:0088b73c5bbc/Criticizing (common criticisms of) praise - The Answer Sheet - The Washington Post2012-02-11T04:52:19+00:00
http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html
robertogrecoobedience children teaching parenting encouragement control manipulation praise caroldweck alfiekohn 2012 behaviorismhttps://pinboard.in/u:robertogreco/b:e36e9d7d10a7/Pixel Poppers: Awesome By Proxy: Addicted to Fake Achievement2010-08-24T08:06:37+00:00
http://www.pixelpoppers.com/2009/11/awesome-by-proxy-addicted-to-fake.html
robertogreco2009 via:preoccupations achievement rpg videogames praise productivity psychology mindset motivation goals education design children games gaming gamedesign entertainment parenting performance learning brain habits deschooling unschooling shrequest1https://pinboard.in/u:robertogreco/b:40feec06d5cc/Pop!Tech ’09: Praise You Like I Shouldn’t | GOOD2009-11-03T04:32:55+00:00
http://www.good.is/post/poptech-%E2%80%9909-praise-you-like-i-shouldnt/
robertogrecoteaching learning pobronson ashleymerryman self-esteem tcsnmy effort failure risk pedagogy parenting praise criticismhttps://pinboard.in/u:robertogreco/b:5cb155324309/Marginal Revolution: How to praise your kids2007-02-16T04:18:50+00:00
http://www.marginalrevolution.com/marginalrevolution/2007/02/how_to_praise_y.html
robertogrecodevelopment teaching parenting learning science mind praise self-esteem brain children education intelligence psychology riskhttps://pinboard.in/u:robertogreco/b:afc8c9f2f07a/The Power (and Peril) of Praising Your Kids -- New York Magazine2007-02-14T01:48:41+00:00
http://nymag.com/news/features/27840/index.html
robertogrecochildren development education teaching parenting psychology intelligence learning science mind praise self-esteem risk brainhttps://pinboard.in/u:robertogreco/b:e312df2550be/Chris Correa » Hidden Costs of Praise2006-05-10T18:08:39+00:00
http://www.chriscorrea.com/2006/hidden-costs-of-praise/
robertogrecointelligence psychology society education learning schools teaching children parenting homeschool praisehttps://pinboard.in/u:robertogreco/b:d8960c2a64ec/