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    <title>Overthinking Why Dive Watches Are All the Same - YouTube</title>
    <dc:date>2025-07-30T22:49:28+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["You’ve seen it before — the rotating bezel, the luminous dial, the rugged steel case. Whether it’s a Rolex Submariner, a Seiko SKX, or a $200 homage, the dive watch has become one of the most iconic and instantly recognizable objects in modern design.

But how did we get here? Why does every dive watch — from luxury icons to affordable beaters — follow the same visual formula? And what does that say about us, about design, and about the myths we choose to wear?

In this video, we explore:

The history of the dive watch, from military tool to cultural icon

The aesthetic convergence that shaped its design language

The brands that dared to challenge the mold — and why most didn’t stick

How semiotics, philosophy, and social media help explain the sameness

And what the future might hold for one of horology’s most enduring forms

This isn’t just about watches. It’s about tradition, identity, nostalgia — and the power of design to become myth.

👇 Chapters
00:00 - Intro
00:58 - Origins
03:20 - Formula
05:16 - Rulebreakers
07:37 - Form follows function
09:31 - Design conservatism 
11:29 - Social media
13:26 - Progress
15:12 - The future"]]></description>
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    <title>Added by @havenwatchco Instagram post Before grad school there were some folks I simply Could Not Get, mostly because I was a punk 22-26 yr old who thought the past was only good to be burned to see a way forward with, and who believed traditional, classi</title>
    <dc:date>2024-07-01T07:17:21+00:00</dc:date>
    <link>https://www.picuki.com/media/3368146214128050263</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Before grad school there were some folks I simply Could Not Get, mostly because I was a punk 22-26 yr old who thought the past was only good to be burned to see a way forward with, and who believed traditional, classic skills were passé+to be buried. A dear friend of mine—who I didn’t like when I met her, and whose work I at first arrogantly dismissed for its lack of pomo pyrotechnics—gave me, slowly, an entrance into Munro’s work. I’ve never escaped since it clicked, and have never tried to. I will spend the rest of my life gladly failing to understand how she made such magic. She was among the absolute best+if you’ve not read her yet, boy am I jealous."]]></description>
<dc:subject>alicemunro 2023 westoncutter haven havenwatchco writing beauty understanding readiness reading howweread maturity timing</dc:subject>
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    <title>a classroom is for readiness - by Sara Hendren</title>
    <dc:date>2024-06-15T04:57:17+00:00</dc:date>
    <link>https://sarahendren.substack.com/p/a-classroom-is-for-readiness</link>
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<item rdf:about="https://sarahendren.com/2024/06/14/the-how-and-the-why-part-2/">
    <title>the how and the why, part 2 | sara hendren</title>
    <dc:date>2024-06-15T04:55:19+00:00</dc:date>
    <link>https://sarahendren.com/2024/06/14/the-how-and-the-why-part-2/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So we’ve looked at formation and freedom (https://sarahendren.com/2024/06/10/the-how-and-the-why/ ) in the college decision process. I want to examine next the framework of readiness in higher education to get at formation in another way — what should four years make a student ready for? I’ve written about this subject before (https://sarahendren.substack.com/p/a-classroom-is-for-readiness ), but today I want to restate the strengths and add some of the weaknesses of this frame.

Education as readiness is a heuristic developed by the philosopher (and erstwhile politician! (https://partnersindemocracy.us/ )) Danielle Allen, most succinctly laid out in her essay called What Is Education For? (https://www.bostonreview.net/forum/danielle-allen-what-is-education-for/ ). For the last several semesters, I’ve had all my students in every class read this essay for Week 2 discussion, alongside this blog post about mental models (https://www.therealworldofcollege.com/blog/taking-advantage-of-college-before-its-too-late ) for students to think about their college experience. This is my small intervention to introduce Formation 101 for young people. It’s wonky and over their heads at first, but it creates a shorthand for us to unpack over the course of the term together.

Allen lays out “professional readiness” as the dominant model for much of higher education today, and she makes an extended argument that “participatory readiness” should include but ultimately supersede professional readiness. Job skills are important, she says, and yes, they create the crucial class mobility — for greater economic equality — that we need for realizing a more democratic society. But political equality, she says, is never achieved by simply equipping more people for more well-paying jobs. Citizens have to be actively enfranchised with habits and practices that enact shared freedom, and for that, education can be an ideal rehearsal space. The readiness to “participate” is what Allen calls for: civic agency, enjoining oneself to the means and ends of equality not just for oneself, but for the larger social fabric and in proper relationship to the nation state.

Allen describes three actions of the democratic civic actor that education should make students ready for: disinterested deliberation (think town halls, voting, and other deliberative governance), fair fighting (think protests and lobbying for causes), and my personal favorite, prophetic reframing (think rhetorical re-description of possible civic worlds, as in the speeches of Dr. King). Only true political geniuses regularly embody each of these three civic modes, but it’s critical for students to see the vital efficacy and tradeoffs of each one, both in history and in the present day. Unsurprisingly, Allen tells us that these practices are learned in the humanities and social sciences: rhetoric, history, political theory, literature, philosophy.

In my classroom, I use this essay to make a modest case for the liberal arts, even though that ship has kinda sailed. My institutions have been almost entirely about professional readiness. But it’s been both strange and oddly bracing to find that my students aren’t defensive about it or resistant to the liberating arts and participatory readiness. They’re not resistant because they’ve never heard this rationale. We’re starting over, at least in my settings. Usually one of them will say politely: Well, this sounds great, but given how much college costs, shouldn’t we be focused on the skills we need for jobs? We gotta pay bills. I see why this is their first-instinct response. But I say to them in return: Given how much it costs, shouldn’t you ask for that four years to give you something in addition to job skills? Some equipment for life ten, twenty years from now?

Even if you reject the idea of formation and think of college choice as a professional readiness proposition, I’d still argue that participatory readiness will make your kid more AI-proof than a narrowly scripted, industry-responsive, skills-led curriculum. It’s a tortoise-and-hare thing: They may learn the software to get them through the next five years, but what about after that? What ambitious projects might draw them, and what resources would they marshal to be ready?

So for my students, two kinds of readiness is an old idea that’s new, for them. But let’s talk about another conundrum. For my fellow professors, participatory readiness sounds all too easy, even already achieved. In my domains of engineering and design, the overwhelming trend of the last two decades has been to create literal “participation” at the core of our curricula. We mean it in a slightly different way, but for so many people in professional-readiness higher ed land, human-centered technology and design beautifully check the participatory readiness boxes. We ask people what they want! We consider unintended consequences! And most of all: we think about power!

“Thinking about power” has neatly swallowed a whole world of domains that create real readiness: the always-strange specificities of history, the global variation in poetic languages, the deep and wide realm of ethical reasoning, the vigorously debated ideas about the role of the state to provide for human affairs. The self-satisfaction of using a hand-wavey notion of power as an organizing principle ticks the boxes of participatory readiness for most people in my domains. Look for winners and losers, and you have won the day. It’s not just job readiness, they say; it’s alerting young people that power is always operative. Participatory readiness, done.

Do I need to say this? Power is always operative in civic life, but collapsing all contextual and participatory matters to transactions of power, with winners and losers, oppressor and oppressed, doesn’t help students deal with complex geo-political matters like what’s playing out in Gaza. In Allen’s terms, many professors are satisfied with encouraging students’ literacy in the “fair fighting” mode of civic agency — protests and speeches and demonstrations, with all the moral clarity they either reflect or seem to create — and meanwhile, the more slow and boring work of disinterested deliberation, and the more richly symbolic and subtle work of prophetic reframing, lie in atrophy. Professional readiness curricula, overlaid with a module here and there on ahistorical, monolithic ideas about power, just won’t suffice. Not for real participatory readiness.

There are signs of life in shoring up the deliberative side of participatory readiness. This civil discourse project at Duke (https://civildiscourse.duke.edu/ ) is representative of some of that effort. Civics education is generally experiencing another reinvigoration; I see lots of people talking about it. But in pre-professional settings like mine, there’s a tinderbox mix of mostly-job-skills, plus the thinnest layer of power, that stands in too handily for participatory readiness.

And even if we fortify the means and methods of disinterested deliberation, even if we diversify and enrich the participatory with greater humanities, fine arts, and social sciences exposure, another conundrum presents itself. Deliberation presupposes contested visions of the good life among democratic citizens. How are those visions, those strongly-held first principles that are the bedrock of our lifeworlds, to be formed? That’s next."

[Part 1:
https://sarahendren.com/2024/06/10/the-how-and-the-why/

Part 3:
https://sarahendren.com/2024/06/21/the-how-and-the-why-part-3/

Part 4:
https://sarahendren.com/2024/07/25/the-how-and-the-why-part-4/

Part 5:
https://sarahendren.com/2024/08/24/the-how-and-the-why-part-5/ ]]]></description>
<dc:subject>sarahendren colleges formation deliberation education highered highereducation universities admissions 2024 civildiscourse civics experience power participation participatory readiness ethics reasoning citizenship engagement reframing propheticreframing fairfighting freedom danielleallen thehowandthewhy</dc:subject>
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    <title>Art + Life Rules from a Nun - YouTube</title>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["Sister Corita Kent was a master printmaker and teacher, and her rules for artists and teachers are legendary - let’s break them down."

[vi: https://austinkleon.com/2019/03/26/camus-and-corita/ ]]]></description>
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    <title>Educator: In Finland, I realized how 'mean-spirited’ the U.S. education system really is - The Washington Post</title>
    <dc:date>2018-11-29T19:44:27+00:00</dc:date>
    <link>https://www.washingtonpost.com/education/2018/11/26/educator-finland-i-realized-how-mean-spirited-us-education-system-really-is/?noredirect=on</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The public school system is free to all, for as long as they live. Compulsory education extends from age 6 to 16. After that, students can choose schools, tracks and interests. Students can track academically or vocationally, change their minds midstream, or meld the two together. Remember the goal: competency.

Though students are required to go to school only until age 16, those who leave before secondary school are considered dropouts. Programs designed to entice these youngsters — typically those who struggle academically for a variety of reasons — back into education address the national 5 percent dropout rate. We visited one of these classrooms where teachers rotated three weeks of instruction with three weeks of internships in area businesses.

We toured a secondary school with both a technical and academic wing. The teachers were experimenting with melding the two programs. In the technical wing, we visited a classroom where adults were receiving training to make a career switch. Free.

The fact that students can fail and return, or work and return, or retire and return had a palpable effect on the mood and the tone of the buildings. Surprisingly, considering their achievements, Finnish students spend less time in the classroom, have more breaks throughout the day, and benefit from receiving medical, dental, psychiatric care and healthful meals while in school. It was ... nice.

In comparison, the United States public school system (an idea we invented, by the way) seems decidedly mean-spirited.

Our students enter at around age 5 and have some 13 years to attain a high school diploma. Failure to earn a diploma is a dead end for most. In the United States, when students fail at school — or leave due to many other factors, sometimes just as resistant teenagers — we are done with you. Sure, there are outliers who are successful through luck, sweat, connections or all three, but for most, the lack of a diploma is a serious obstacle toward advancement.

Without a high school diploma, educational aspirations can be severely truncated. Students need a high school diploma to attend community colleges and many technical schools which provide access to advanced skills that impact the living standard.

With or without the needed diploma, any additional education is at the student’s expense in time or money — a further blow to financial standing.

The 13-year window of opportunity does not factor in the developmental level of students at the time of entry. Any educator knows that children do not arrive with the same readiness to learn.

There are many other differences. Unlike the Finnish competency system, ours is based on meeting a prescribed set of standards by passing tests of discrete knowledge. Our students face a gauntlet of tests, even though any standards can be woefully outdated by the time a graduate enters a quickly evolving job market. The Finns take matriculation tests (there is choice in these as well) at the end of secondary but all interviewed said the scores did not have much bearing on what students could do next.""]]></description>
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<item rdf:about="https://vimeo.com/126183982">
    <title>Carol Black: Alternatives to Schooling on Vimeo</title>
    <dc:date>2018-10-21T08:14:26+00:00</dc:date>
    <link>https://vimeo.com/126183982</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Carol Black is an education analyst, television producer, and director of the film Schooling the World. This is her plenary talk at the Economics of Happiness conference, held in Portland, Oregon, in February 2015. The conference was organized by Local Futures, a non-profit organization that has been promoting a shift from global to local for nearly 40 years."]]></description>
<dc:subject>carolblack unschooling deschooling education learning howelearn schools schooling happiness alternative work play experimentation development children age segregation experience experientialeducation readiness compulsion control authoritarianism authority power standardization centralization publicschools corporations corporatism compulsory agesegregaton sfsh tcsnmy lcproject openstudioproject conviviality ivanillich community howwelearn 2015 institutions institutionalizations diversity</dc:subject>
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<item rdf:about="https://www.edutopia.org/article/teach-kids-when-theyre-ready">
    <title>Teach Kids When They’re Ready | Edutopia</title>
    <dc:date>2018-04-08T07:46:37+00:00</dc:date>
    <link>https://www.edutopia.org/article/teach-kids-when-theyre-ready</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Our friend Marie’s daughter Emily just entered kindergarten. Emily went to preschool, where the curriculum revolved around things like petting rabbits and making art out of macaroni noodles. Emily isn’t all that interested in learning how to read, but she loves to dance and sing and can play with Barbies for hours.

Emily’s older sister, Frances, was reading well before she started kindergarten, and the difference between them worried Marie. Emily’s grandparents thought it was a problem, too, and hinted that perhaps Marie should be reading to Emily more often. When Marie talked to another mom about it, her friend shared the same concern about her own two daughters, wondering if it was somehow her fault for not reading to her younger daughter enough. Would these younger siblings be behind the moment they started kindergarten?

This scenario drives us crazy because it’s grounded in fear, competition, and pressure, not in science or reality. Not only are parents feeling undue pressure, but their kids are, too. The measuring stick is out, comparing one kid to another, before they even start formal schooling. Academic benchmarks are being pushed earlier and earlier, based on the mistaken assumption that starting earlier means that kids will do better later.

We now teach reading to 5-year-olds even though evidence shows it’s more efficient to teach them to read at age 7, and that any advantage gained by kids who learn to read early washes out later in childhood.

What was once advanced work for a given grade level is now considered the norm, and children who struggle to keep up or just aren’t ready yet are considered deficient. Kids feel frustrated and embarrassed, and experience a low sense of control if they’re not ready to learn what they’re being taught.

The fact is that while school has changed, children haven’t. Today’s 5-year-olds are no more fundamentally advanced than their peers were in 1925, when we started measuring such things. A child today can draw a square at the same age as a child living in 1925 (4 and a half), or a triangle (5 and a half), or remember how many pennies he has counted (up to 20 by age 6).

These fundamentals indicate a child’s readiness for reading and arithmetic. Sure, some kids will jump the curve, but children need to be able to hold numbers in their head to really understand addition, and they must be able to discern the oblique line in a triangle to recognize and write letters like K and R.

The problem is that while children from the 1920s to the 1970s were free to play, laying the groundwork for key skills like self-regulation, modern kindergartners are required to read and write.

Brain development makes it easier to learn virtually everything (except foreign languages) as we get older. Work is always easier with good tools. You can build a table with a dull saw, but it will take longer and be less pleasant, and may ingrain bad building habits that are hard to break later on.

One of the most obvious problems we see from rushed academic training is poor pencil grip. Holding a pencil properly is actually pretty difficult. You need to have the fine motor skills to hold the pencil lightly between the tips of the first two fingers and the thumb, to stabilize it, and to move it both horizontally and vertically using only your fingertips. In a preschool class of 20 we know of in which the kids were encouraged to write much too early, 17 needed occupational therapy to correct the workarounds they’d internalized in order to hold a pencil.

Think of it: 85 percent of kids needed extra help, parents spent extra money, and parents and kids felt stressed because some adult thought, “Hey, wouldn’t it be swell if we taught these 4-year-olds to write?” without any regard to developmental milestones.

We see this early push all the way through high school. Eighth graders take science classes that used to be taught to ninth graders, and kids in 10th grade read literature that used to be taught in college. In Montgomery County, outside Washington, DC, the school district attempted to teach algebra to most students in eighth grade rather than ninth grade, with the goal of eventually teaching it to most kids in seventh grade. It was a disaster, with three out of four students failing their final exam. Most eighth graders don’t have sufficiently developed abstract thinking skills to master algebra.

Historically, kids started college in their late teens because they were ready; while there have always been exceptions, on the whole 14-year-olds weren’t considered developmentally ready for rigorous college work. Ironically, in the attempt to advance our kids, our own thinking about these issues has regressed.

Ned fields requests from many parents who want their kids to start SAT prep in the ninth grade. Ned tells them that it’s a mistake to spend their kid’s time and their money for him to teach them things that they will naturally learn in school. It’s far better to wait for them to develop skills and acquire knowledge at school, and then to add to that with some test preparation in their junior year.

Starting test prep too early is not just totally unnecessary, it is actively counterproductive. It’s like sitting your 14-year-old down to explain the intricacies of a 401(k) plan. It’s not going to register.

The central, critical message here is a counterintuitive one that all parents would do well to internalize: Earlier isn’t necessarily better; and likewise, more isn’t better if it’s too much."]]></description>
<dc:subject>children education schools readiness unschooling deschooling kindergarten reading learning teaching schooling writing acceleration policy curriculum parenting pressure williamstixrud nedjohnson</dc:subject>
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<item rdf:about="http://www.huffingtonpost.com/gaye-groover-christmus/4-things-worse-than-not-l_b_9985028.html">
    <title>4 Things Worse Than Not Learning To Read In Kindergarten | HuffPost</title>
    <dc:date>2017-05-29T21:53:33+00:00</dc:date>
    <link>http://www.huffingtonpost.com/gaye-groover-christmus/4-things-worse-than-not-l_b_9985028.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Limited time for creative play. Young children learn by playing. They learn by digging and dancing and building and knocking things down, not by filling out piles of worksheets. And they learn by interacting with other children, solving problems, sharing and cooperating, not by drilling phonics. Mrs. Gantt and Mrs. Floyd created fabulous centers and units that allowed children to learn about everything from houses to trucks to pets to oceans. And they snuck in some reading and math skills that the children didn’t even notice, because they were so busy playing and creating! Teachers today, however, often have to limit (or even eliminate) time for centers and units, because the academic requirements they are forced to meet don’t allow time for creative learning.

Limited physical activity. Few things are more counterproductive than limiting recess and other types of physical play time for children. Children learn better when they move. Parents and teachers know this intuitively, but research also confirms it. Children who have more opportunities to run around and play have better thinking skills and increased brain activity. And don’t assume that young children are naturally active and are getting all of the exercise they need; researchers have found that children as young as three and four are surprisingly inactive. Yet many schools are limiting or even eliminating recess, even for very young children.

Teaching that focuses on standards and testing. Teachers are increasingly under pressure to prepare their students to perform on standardized tests. This means that their focus is shifting from teaching children in ways that match their development and learning styles to “teaching to the test.” As one teacher reported, “I have watched as my job requirements swung away from a focus on children, their individual learning styles, emotional needs, and their individual families, interests and strengths to a focus on testing, assessing and scoring young children...” This shift in focus means that teachers have less time to nurture and develop children as lifelong learners, because they’re required to focus their efforts on standards that are unrealistic for many children.

Frustration and a sense of failure. Children know when they aren’t meeting the expectations of teachers and other adults. What they don’t know, however, is that those expectations often make no sense. And because they don’t know that, they experience frustration and a sense of failure when they don’t measure up. So the boy who thrived in his experiential preschool, but struggles in his academic -focused kindergarten may become frustrated to the point that he “hates school.” And the girl who can’t sit still for 30 minutes and fill out worksheets knows that she’s disappointing her teacher, but doesn’t know that the task isn’t appropriate for her. Which means that many normal children are becoming frustrated - and are being labelled - by an entirely unrealistic system. As one report has bluntly stated, “Most children are eager to meet high expectations, but their tools and skills as learners as well as their enthusiasm for learning suffer when the demands are inappropriate.”"]]></description>
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<item rdf:about="http://www.gardnercampbell.net/blog1/?p=2239">
    <title>Understanding and learning outcomes | Gardner Writes</title>
    <dc:date>2015-12-23T18:53:34+00:00</dc:date>
    <link>http://www.gardnercampbell.net/blog1/?p=2239</link>
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<item rdf:about="https://vimeo.com/126604445">
    <title>Yong Zhao (final) on Vimeo</title>
    <dc:date>2015-05-03T20:03:38+00:00</dc:date>
    <link>https://vimeo.com/126604445</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Transcript emerging here: https://deutsch29.wordpress.com/2015/05/02/yong-zhaos-npe-speech-transcribed-part-i/ ]]]></description>
<dc:subject>yongzhao education us china policy assessment readiness 2015 publicschools schools diversity inclusion competitiveness competition history localcontrol centralization decentralization rttt homogeneity easterisland rudolphtherednosereindeer teaching learning howwelearn testing pisa standardization standardizedtesting npe children individuality individualism kindergarten motivation difference curiosity power order skiiing parenting nurture nurturing economics effort talent arneduncan government sideeffects curriculum data evidence confidence uk timss finland politics happiness creativity asia necessity abundance howweteach autonomy inlcusivity inclusivity</dc:subject>
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</item>
<item rdf:about="http://magicalnihilism.com/2014/06/25/my-foocamp2014-session/">
    <title>Notes from my FooCamp 2014 session: “All of this has happened before and will happen again” | Magical Nihilism</title>
    <dc:date>2014-06-26T23:08:43+00:00</dc:date>
    <link>http://magicalnihilism.com/2014/06/25/my-foocamp2014-session/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The session I staged at FooCamp this year was deliberately meant to be a fun, none-too-taxing diversion at the end of two brain-baking days.

It was based on (not only a quote from BSG) but something that Matt Biddulph had said to me a while back – possibly when we were doing some work together at BERG, but it might have been as far-back as our Dopplr days.

He said (something like) that a lot of the machine learning techniques he was deploying on a project were based on 1970s Computer Science theory, but now the horsepower required to run them was cheap and accessible in the form of cloud computing service.

This stuck with me, so for the Foo session I hoped I could aggregate a list people’s favourite theory work from the 20thC which now might be possible to turn into practice.

It didn’t quite turn out that way, as Tom Coates pointed out in the session – about halfway through, it morphed into a list of the “prior art” in both fiction and academic theory that you could identify as pre-cursors to current technological preoccupation or practice.

Nether the less it was a very fun way to spend an sunny sunday hour in a tent with a flip chart and some very smart folks. Thanks very much as always to O’Reilly for inviting me.

Below is my photo of the final flip charts full of everything from Xanadu to zeppelins…"

[See also: https://medium.com/product-club/interacting-with-a-world-of-connected-objects-875b4a099099 ]]]></description>
<dc:subject>mattjones design futurism 2014 foocamp retrofuturism excavatingthepast tomcoates mattbiddulph recyclingideas ideas theory thetimeisright timing readiness zeppelins dirigibles</dc:subject>
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<item rdf:about="http://ghoststar.net/blog/write-when-youre-ready-to-write-storify">
    <title>Daniel José Older - » Write When You’re Ready To Write (Storify)</title>
    <dc:date>2014-06-13T23:24:32+00:00</dc:date>
    <link>http://ghoststar.net/blog/write-when-youre-ready-to-write-storify</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Increasingly clear that procrastination is a guilt trippy interpretation of taking much needed time to process before sitting down to write

Really, sitting down to tryn write/edit before you're ready is way more dangerous than taking a few days to do other things while thinking.

That's why I'm not with the WRITE EVERY EFFING DAY advice.

Take walks every fucking day. Eat a good breakfast every fucking day. Fall in love every fucking day. Be creative every fucking day.

Write when you're ready to write.

I swear 90% of the angst people feel about writing and not writing is rooted in this idea that WE MUST ALWAYS BE WRITING. Mothafucka no.

I've sat at the keyboard and felt that anxiousness. Then I stood up and plotted and paced and made sense of the shit…sat down later. Wrote."]]></description>
<dc:subject>writing readiness via:nicolefenton howwewrite cv 2014 advice procrastination routine inspiration</dc:subject>
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<item rdf:about="http://maryannreilly.blogspot.com/2014/04/lets-stop-reinventing-committee-of-ten.html">
    <title>Between the By-Road and the Main Road: Let's Stop (re)Inventing The Committee of Ten: Getting Over School</title>
    <dc:date>2014-04-21T22:31:27+00:00</dc:date>
    <link>http://maryannreilly.blogspot.com/2014/04/lets-stop-reinventing-committee-of-ten.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I often wonder how different school might be had the NEA task force, Committee of Ten, (a group of 90 elite men) determined that observation, reasoning, and judgment could be cultivated through multiple methods and studies as opposed to tying each to a discrete subject. I often wonder how different their recommendations might have been had a few women, some newly arrived immigrants, some people of color, some students,  and representatives who hailed from work other than teaching been part of the committee.  How might the recommendations have been different? Replacing 90 elite men who served on the Committee of Ten in the 1890s with corporations in the 2010s who are informing the Common Core really isn’t much of a change…

If you take 90 men, hailing from elite schools (college presidents, headmasters, professors) and ask them to name what an excellent education contains—we should not be surprised that their answers (all were in agreement) will reflect their lives, their truths. Habermas told us that without a metalanguage to challenge the given assumption, power tends to  serve up itself as the model of excellence. Today it is Achieve, Inc., Pearson, McGraw Hill, ETS, state DOE, federal DOE who are the new Committee of Ten."]]></description>
<dc:subject>committeeoften maryannreilly 2014 education unschooling deschooling competition curriculum ivanillich johndewey legacy alternative learning commoncore standards standardization readiness schooling schools policy measurement assessment shrequest1</dc:subject>
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<item rdf:about="http://worrydream.com/Links2013/">
    <title>Links 2013 [&quot;Bret Victor: It’s the end of 2013, and here’s what Bret fell in love with this year&quot;]</title>
    <dc:date>2014-01-08T23:01:33+00:00</dc:date>
    <link>http://worrydream.com/Links2013/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What is the difference between scientific and non-scientific thinking? Thinking within a consistent theory versus thinking haphazardly?

I'm crucially interested in the problem of representing theory such that intuitions are fruitful and theoretically sound, and representations suggest analogies that stay true to the theory. That's not diSessa's problem, but I feel that his viewpoint has some powerful clues."

…

"Hofstadter says that all thinking runs on analogy-making. Sounds good to me! If he's even partially correct, then it seems to me that a medium for powerful thinking needs to be a medium for seeing powerful analogies. And a medium for powerful communication needs to be designed around inducing the dance he's talking about up there."

…

Kieran Egan: "Thinking about education during this century has almost entirely involved just three ideas—socialization, Plato's academic idea, and Rousseau's developmental idea. We may see why education is so difficult and contentious if we examine these three ideas and the ways they interact in educational thinking today. The combination of these ideas governs what we do in schools, and what we do to children in the name of education.

Our problems, I will further argue, are due to these three ideas each being fatally flawed and being also incompatible with one other."

Bret Victor: "If you're going to design a system for education, it might help to understand the purpose of education in the first place. Egan points out how modern education is implicitly driven by a cargo-culty mish-mash of three lofty but mutually-incompatible goals. Good luck with that!"

…

"The cultural importance of the printing press doesn't have much to do with the technology -- the ink and metal type -- but rather how print acted as a medium to amplify human thought in particular ways.

Print was directly responsible for the emergence of a literate and educated society, which (for example) made possible the idea of societal self-governance. The US Constitution could only exist in a literate print culture, where (for example) the Federalist papers and Anti-Federalist papers could be debated in the newspapers.

As you read and watch Alan Kay, try not to think about computational technology, but about a society that is fluent in thinking and debating in the dimensions opened up by the computational medium.
Don't think about “coding” (that's ink and metal type, already obsolete), and don't think about “software developers” (medieval scribes only make sense in an illiterate society).

Think about modeling phenomena, modeling situations, simulating models, gaining a common-sense intuition for nonlinear dynamic processes. Then think about a society in which every educated person does these things, in the computational medium, as easily and naturally as we today read and write complex logical arguments in the written medium.

Reading used to be reserved for the clergy, to hand down unquestionable Revealed Truths to the masses. Today, it's just what everyone does. Think about a society in which science is not reserved for the clergy, to hand down unquestionable Revealed Truths to the masses, but is just what everyone does."

…

[Reading tips from Bret Victor:]

"Reading Tip #1

It’s tempting to judge what you read: "I agree with these statements, and I disagree with those."

However, a great thinker who has spent decades on an unusual line of thought cannot induce their context into your head in a few pages. It’s almost certainly the case that you don’t fully understand their statements.

Instead, you can say: "I have now learned that there exists a worldview in which all of these statements are consistent."

And if it feels worthwhile, you can make a genuine effort to understand that entire worldview. You don't have to adopt it. Just make it available to yourself, so you can make connections to it when it's needed.

Reading Tip #2

Carver Mead describes a physical theory in which atoms exchange energy by resonating with each other. Before the energy transaction can happen, the two atoms must be phase-matched, oscillating in almost perfect synchrony with each other.

I sometimes think about resonant transactions as a metaphor for getting something out of a piece of writing. Before the material can resonate, before energy can be exchanged between the author and reader, the reader must already have available a mode of vibration at the author's frequency. (This doesn't mean that the reader is already thinking the author's thought; it means the reader is capable of thinking it.)

People often describe written communication in terms of transmission (the author explained the concept well, or poorly) and/or absorption (the reader does or doesn't have the background or skill to understand the concept). But I think of it more like a transaction -- the author and the reader must be matched with each other. The author and reader must share a close-enough worldview, viewpoint, vocabulary, set of mental models, sense of aesthetics, and set of goals. For any particular concept in the material, if not enough of these are sufficiently matched, no resonance will occur and no energy will be exchanged.

Perhaps, as a reader, one way to get more out of more material is to collect and cultivate a diverse set of resonators, to increase the probability of a phase-match.

Reading Tip #3

Misunderstandings can arise when an author is thinking in a broader context than the reader. A reader might be thinking tactically: :How can I do a better job today?" while the author is thinking strategically: "How can we make a better tomorrow?"

The misunderstanding becomes especially acute when real progress requires abandoning today's world and starting over.

We are ants crawling on a tree branch. Most ants are happy to be on the branch, and happy to be moving forward.

[image]

But there are a few special ants that, somehow, are able to see a bigger picture. And they can see that this branch is a dead end.

[image]

They can see that if we really want to move forward, we'll have to backtrack a long ways down.

They usually have a hard time explaining this to the ants that can only see the branch they're on. For them, the path ahead appears to go on forever.

[image]"]]></description>
<dc:subject>bretvictor brunolatour andreadisessa douglashofstadter place cognition science sherryturkle kieranegan terrycavanagh stewartbrand longnow julianjaynes davidhestenes carvermead paulsaffo tednelson dougengelbert alankay reading toread 2013 gutenberg printing print modeling simulation dynamicprocesses society progress thinking intuition analogies education systemsthinking howweread learning ideas concepts context readiness simulations</dc:subject>
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</item>
<item rdf:about="http://tumblr.austinkleon.com/post/60209591086">
    <title>“It wasn't for me.” - Austin Kleon</title>
    <dc:date>2013-09-04T00:12:56+00:00</dc:date>
    <link>http://tumblr.austinkleon.com/post/60209591086</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I’ve become fond of the phrase “it wasn’t for me,” when referring to books (music, movies, etc.) that I don’t get into.

I like the phrase because it’s essentially positive: underlying it is the assumption that there is a book, or rather, books, for me, but this one just wasn’t one of them. It also allows me to tell you how I felt about the book without me shutting down the possibility that you might like it, or making you feel stupid if you did like it.

It just wasn’t for me. No big deal.

And “me” changes, so when you say, “It wasn’t for me,” maybe it’s not for the “me” right now—maybe it’s for future Me, or Me lounging in a beach chair in Jamaica, or Me at fourteen.

Responding to art is so much about the right place and right time. You have to feel free to skip things, move on, and (maybe) come back later.

And you have to be okay with saying, “It wasn’t for me.”"]]></description>
<dc:subject>austinkleon timing taste readiness 2013 filtering kindness criticism haters notforme it'snotforme itwasn'tforme</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d71537edcd11/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kindness"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:haters"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:notforme"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:it'snotforme"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:itwasn'tforme"/>
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</item>
<item rdf:about="http://www.theamericanconservative.com/jacobs/the-old-ones/">
    <title>The Old Ones | The American Conservative</title>
    <dc:date>2013-07-09T23:00:11+00:00</dc:date>
    <link>http://www.theamericanconservative.com/jacobs/the-old-ones/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Among the young there’s a strong investment in believing that no one has ever walked the paths they’re walking — just as among the old there’s an equally strong investment in believing that there’s nothing new under the sun."

…

"So good for Oliver Sacks, not only that he’s still thinking vigorously and writing well at 80, but that people are listening. But how many other sources of expertise and wisdom — perhaps uniquely valuable and otherwise inaccessible expertise and wisdom — are we ignoring because they’re old? Who is still out there with something to say that we need to hear, and could hear if we took the trouble? In whatever field of inquiry we care about, we need to seek them out and find them and pay attention to them — before it’s too late."]]></description>
<dc:subject>alanjacobs 2013 oliversacks aging age old new nothingnewunderthesun neoteny ideas readiness impact</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4e579c984eee/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2013"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oliversacks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aging"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:old"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neoteny"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ideas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:readiness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:impact"/>
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</item>
<item rdf:about="http://yes-i-can-write.blogspot.com/2013/03/learning-advice-from-learning-life.html">
    <title>I'm Unschooled. Yes, I Can Write.: Learning Advice from a Learning Life</title>
    <dc:date>2013-03-10T18:41:28+00:00</dc:date>
    <link>http://yes-i-can-write.blogspot.com/2013/03/learning-advice-from-learning-life.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Be comfortable learning just enough and nothing more…

Be comfortable focusing on one subject to the exclusion of (almost) all else…

Learn alone: Books are great. So is the internet. So are solitary walks in the woods.

Seek out groups, teachers, or mentors to learn: Sometimes learning with other people really feels best (for some people often, others, rarely). Whether it's in a group where big interesting discussions can happen, or finding a teacher who can help you gain the level of skill you want to have, learning with other people can be wonderful. There's nothing that says just because you're a self-directed learner you can't direct yourself towards lots of other people!

Don't force it: If you find yourself reading the same paragraph half a dozen times because you're just not taking it in, stop. Put the book down. Maybe permanently, maybe just until the next day if it seems interesting again then. But I do find, in my experience at least, that anything I've ever had to choke down or really force myself through, I've forgotten. Every single time. That doesn't mean you might not want to force yourself through a boring chapter in an otherwise interesting book on occasion, or get through a not-so-interesting article online because it's the only place you've found to get that specific information you want. Just that if you're really not enjoying something and there's nothing forcing you to do it (as in, you're not studying for a test you really want to pass), then give up. If you're not enjoying it and not taking it in, what's the point?

Learn to quit: We live in a society that despises "quitters," and we're reminded of this in small ways on a very regular basis. Quitting is usually equated with "failure" (something else we're taught to avoid at all cost), when in fact quitting is sometimes the best and healthiest thing to do. If you thought you wanted to learn ballroom dancing, but then find you hate ballroom dancing class with a passion, stop going. If you loved a subject deeply and spent all your time studying it, but now find yourself no longer feeling it's draw, find something else you want to devote your time to. If everything you've been doing for years has been towards achieving a specific goal, yet you come to the realization that that's no longer a goal that will make you happy, let go of it. This is a lot harder in practice than in theory, but I know I've found much happiness when I realize something's no longer working for me, no longer what I want, and choose to let go.

Ask for help: Even for unschoolers, who usually strive to learn from their community, asking for help can be hard (or at least it can be for this perfectionist unschooler!). But I've had to come to realize that sometimes, you really do need to just ask for help. People are usually very happy to oblige in sharing something they know about and enjoy doing!

Don't fear mistakes…

Don't compare yourself to others…

Don't let others' ideas about the right way to learn get in your way…"]]></description>
<dc:subject>deschooling learning education idziedesmarais solitude alone mistakes comparisons quitting readiness 2013 howwelearn justenough justintimelearning depth breadth unschooling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:eb0f50ac5664/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
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<item rdf:about="http://chronicle.com/blogs/conversation/2012/08/19/the-long-slow-constant-mindful-writing-life/">
    <title>The Long, Slow, Constant, Mindful Writing Life - The Conversation - The Chronicle of Higher Education</title>
    <dc:date>2012-08-21T03:23:37+00:00</dc:date>
    <link>http://chronicle.com/blogs/conversation/2012/08/19/the-long-slow-constant-mindful-writing-life/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One of my favorite cultural critics, Albert Murray, began publishing his writing at age 46. I imagine him during his 19-year career in the Air Force, mulling over the ideas that one day would dazzle me and many others. I imagine him practicing thought riffs and idea phrases so that when he decided to set words to the page, they sparkled with their elegant composition and elucidation. It strikes me as beside the point to call him a late bloomer. I’d rather call him a man who wrote on his own time—the right time. If we are open, we can see that possibility in us all."

[now bookmarked here:
https://pinboard.in/u:robertogreco/b:12cd10774b30

archived:
https://archive.is/bvNNp ]]]></description>
<dc:subject>via:ayjay mindfulness slowness slow 2012 imaniperry cv readiness time writing latebloomers albertmurray</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9b0cb8133f95/</dc:identifier>
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</item>
<item rdf:about="http://www.theatlantic.com/national/archive/2012/02/mark-twain-and-grants-memoirs/253343/">
    <title>Mark Twain And Grant's Memoirs - Ta-Nehisi Coates - National - The Atlantic</title>
    <dc:date>2012-02-21T01:26:31+00:00</dc:date>
    <link>http://www.theatlantic.com/national/archive/2012/02/mark-twain-and-grants-memoirs/253343/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…beautiful thing about writing is it has no real respect for credentialism. You can get various degrees in writing. (…my initial plan was to get MFA.) But a degree can't make you a writer in the way that JD can make you a lawyer.

Great writing comes from all classes people…all kinds of experience. Edith Wharton was raised rich. EL Doctorow was not. 

When I visit schools around country I consistently repeat this—not because I think school is worthless, but b/c, very often, there are kids in audience who are lost, just as I once was. I don't come there to contravene their education…to tell them to drop out. On the contrary, I try to reinforce the ethic of hard work. But they need to know that a grade in a class, is not who they are—and I would say that whether the grade is an A or F. I failed English in HS…then failed British Literature in college. For whatever reason, it simply wasn't my time. But had I taken those grades as an eternal mark, I doubt I would be talking to you now."]]></description>
<dc:subject>ulyssessgrant frederickdouglass civilwar abrahamlincoln eldoctorow marktwain learning readiness grading grades deschooling unschooling education credentialism credentialing credentials writing ta-nehisicoates</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9a5270c9f561/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:civilwar"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eldoctorow"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:credentialism"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:credentials"/>
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</item>
<item rdf:about="http://lareviewofbooks.blogspot.com/2011/06/better-to-light-candle-than-to-curse.html">
    <title>LA Review of Books Blog: Better to Light a Candle than to Curse the Darkness (Cecil Castellucci)</title>
    <dc:date>2011-06-20T07:09:38+00:00</dc:date>
    <link>http://lareviewofbooks.blogspot.com/2011/06/better-to-light-candle-than-to-curse.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["putting the right book in the right kid’s hands is kind of like giving that kid superpowers. Because one book leads to the next book and the next book and the next book and that is how a world-view grows. That is how you nourish thought."

[via: http://berglondon.com/blog/2011/06/16/superpowers/ ]]]></description>
<dc:subject>cecilcastellucci books teens youth ya youngadult reading readiness teaching mentorship nourishment superpowers 2011</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6ebf8015b5fe/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ya"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youngadult"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentorship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nourishment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:superpowers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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</item>
<item rdf:about="http://www.npr.org/2011/06/06/137009154/unschooled-how-one-kid-is-grateful-he-stayed-home">
    <title>Unschooled: How One Kid Is Grateful He Stayed Home : NPR</title>
    <dc:date>2011-06-12T22:48:40+00:00</dc:date>
    <link>http://www.npr.org/2011/06/06/137009154/unschooled-how-one-kid-is-grateful-he-stayed-home</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["And the truth is, my grandpa's right; my education is spotty. Up until a year ago, I could barely spell. It was my own fault, because I was reluctant to take on the daunting task. Most parents would have intervened in this situation, but my mom says there's a cost to that.

"When you force someone to do something, especially when they're a child and there's an imbalance and a power relationship anyway, they lose part of their will and their confidence that they know what's right for them," she says. "And I think that's a pretty high cost for being a good speller."

A few months ago my mom bought a book and we started working on my spelling. And I've also enrolled in my first community college class, with the plan of transferring my credits to a four-year college.

And although I acknowledge that school does work for some people, I'm incredibly grateful my parents decided to unschool me."]]></description>
<dc:subject>unschooling learning education deschooling 2011 via:lizettegreco self-directedlearning autodidacts self-directed relevance readiness glvo autodidactism</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b86a0b7c1166/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:glvo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autodidactism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.newyorker.com/reporting/2011/06/13/110613fa_fact_scibona">
    <title>Salvatore Scibona: “Where I Learned to Read” : The New Yorker</title>
    <dc:date>2011-06-12T00:51:23+00:00</dc:date>
    <link>http://www.newyorker.com/reporting/2011/06/13/110613fa_fact_scibona</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As long as nobody had assigned the book, I could stick with it. I didn’t know what I was reading. I didn’t really know how to read. Reading messed with my brain in an unaccountable way. It made me happy; or something. I copied out the first paragraph of Annie Dillard’s “An American Childhood” on my bedroom’s dormer wall. The book was a present from an ace teacher, a literary evangelist in classy shoes, who also flunked me, of course, with good reason. Even to myself I was a lost cause."

[Salvatore Scibona's summer reading list: http://www.newyorker.com/online/blogs/books/2011/06/what-im-reading-this-summer-salvatore-scibona-1.html ]]]></description>
<dc:subject>2011 reading learning autodidacts readiness classicaleducation education colleges books classics salvatorescibona stjohn'scollege autodidactism stjohnscollege</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c3e2aa0f4028/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:readiness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:classicaleducation"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:classics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:salvatorescibona"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stjohn'scollege"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autodidactism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stjohnscollege"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blog.frankchimero.com/post/5452660192/reading-readiness-a-little-bit-on-a-lot">
    <title>Frank Chimero - Reading Readiness—A Little Bit on A Lot</title>
    <dc:date>2011-05-14T19:05:25+00:00</dc:date>
    <link>http://blog.frankchimero.com/post/5452660192/reading-readiness-a-little-bit-on-a-lot</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…the student seeks out the master & their tutelage. More than tips, tricks, & practices, the understanding is that the thing of enduring value that is being transmitted is knowledge & wisdom, which opens a way to method. The student arrives & the master questions their abilities. Often, the student gets turned away. The purpose of the master turning away the student or questioning their intentions is to underline the importance of readiness."

"The lesson of the master is that if one isn’t ready to face a large task (say, a wall of text), they should not even try. “Go away,” the master usually says. Come back later, when you have more presence and mindfulness, Frank. Readiness may be in 20 minutes, later in the week, in a few months, possibly never."

"We should allow ourselves to leave behind the things we are not ready for; we may come back to it later. Instead, we should read hard on the things to which we are ready. It is then that we may be better students."]]></description>
<dc:subject>teaching learning justinintimelearning writing wisdom reading attention blogs blogging readiness life knowledge apprenticeships unschooling deschooling timing education students tcsnmy lcproject meaning sensemaking audiencesofone frankchimero makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:857c46cf1fea/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:justinintimelearning"/>
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</item>
<item rdf:about="http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=150996">
    <title>The 4 S's of Adolescent Success</title>
    <dc:date>2010-07-26T05:18:17+00:00</dc:date>
    <link>http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=150996</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“In order to survive & thrive in college, students must have a stake in their own education & know how to walk toward problems. This requires an ability & willingness to approach faculty, navigate bureaucracy, tap into resources, & ask for help. In other words, it requires maturity. If students don’t possess sufficient self-discipline, resilience, impulse-control, & a keen desire to learn, the college experience can have expensive & devastating long-term consequences."

[via: http://stevemiranda.wordpress.com/2010/07/26/the-answer-lies-in-recognizing-that-the-real-goal-of-childhood-is-maturity/ ]]]></description>
<dc:subject>nais tcsnmy schools schooloness stress psychology maturity edication unschooling deschooling impulse-control self-discipline resilience learning 2008 toshare topost integrity honor character responsibility self-confidence admissions collegeadmissions colleges universities readiness ivyleague caroldweck margaretmead stressmanagement michellegall williamstixrud success relationships self-knowledge sat well-being parenting happiness wellbeing</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6badabfc19e3/</dc:identifier>
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</item>
<item rdf:about="http://www.patfarenga.com/pat-farengas-blog/2010/6/10/helping-older-homeschoolers-learn-to-read.html">
    <title>patfarenga.com: Helping older homeschoolers learn to read</title>
    <dc:date>2010-06-16T06:11:27+00:00</dc:date>
    <link>http://www.patfarenga.com/pat-farengas-blog/2010/6/10/helping-older-homeschoolers-learn-to-read.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As Dr. Raymond Moore noted in his work in the seventies and eighties, and as Dr. Alan Thomas noted in his work in 2007, homeschooled children who are late readers learn to read quite well when they eventually do learn to read. Once they decide to learn to read, they learn quickly, catching up to their age-mates reading abilities in months, not years. Further, children who haven’t been forced to read by 3rd grade also appear to read more for personal pleasure and information as they get older than do those who were forced to learn to read at a particular age."
]]></description>
<dc:subject>raymondmoore patfarenga reading learning literacy readiness homeschool unschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3d7a1d8b0b70/</dc:identifier>
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