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recent bookmarks from robertogrecoINTERVIEW: Curator Alia Farid On The Space Between Classrooms And New Types Of Learning2021-03-10T19:52:34+00:00
https://www.pinupmagazine.org/articles/interview-alia-farid-swiss-institute-space-between-classrooms
robertogrecoaliafarid art architecture unschooling deschooling sfsh tcsnmy alfredroth kuwait puertorico ivanillich via:javierarbona schools schooling deschoolingsociety design flexibility openclassrooms nuriamontiel galaporras-kim jurriaanschrofer mexico language learning howwelearn alternative schoolabolition abolition abolitionism curriculum pedagogy howweteach teaching howeelearnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1aac4c12cc9a/Metro Lives - A Film about the Chicago Public High School for Metropolitan Studies - YouTube2021-02-23T05:30:43+00:00
https://www.youtube.com/watch?v=hgjXTlCc_vY
robertogrecochicago school tcsnmy lcproject sfsh documentary metro highschool education learning howwelearn unschooling deschooling cityasclassroom via:shirazhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ed0a15457ef7/Covid-19 and schooling for uncertainty | BERA2020-11-26T22:38:26+00:00
https://www.bera.ac.uk/blog/covid-19-and-schooling-for-uncertainty
robertogrecovia:justinpickard schooling unschooling covid-19 coronavirus pandemic uncertainty education rebeccawebb perpetuakirby 2020 precarity economics inequality certainty deschooling lcproject openstudioproject sfsh tcsnmy pedagogy curriculum knowledge affect embodiment spirituality ethics facts interdisciplinary local place place-basedlearning information learning howwelearn teaching howweteach schools senses movement emotions inquiry creativity deliberation thinking criticalthinking diversity johndewey stevend’souza dianarenner danielmarkovits who jaboydston society behavior anxiety transformation place-basededucationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1c20c41fe1b1/The Short Life and Long Legacy of Black Mountain College - The New York Times2020-10-27T05:33:43+00:00
https://www.nytimes.com/2015/12/18/arts/design/the-short-life-and-long-legacy-of-black-mountain-college.html
robertogreco2015 blackmountaincollege bmc johndewey tcsnmy lcproject openstudioproject sfsh liberalarts hierarchy horizontality learning howwelearn decisionmaking democracy accreditation compulsory creativity education highered highereducation unschooling deschooling progressive howweteach criticalthinking participation participatory learningbydoing experience experientiallearning hollandcotter johnandrewrice josefalbers art arts annialbers leapbeforeyoulook anti-hierarchyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b0cd9ab84ab5/Discussion: Anarchy and Control | Mediathek 784952020-09-29T18:20:23+00:00
https://hkw.de/en/app/mediathek/video/78495
robertogrecocatherineburke evancalderwilliams tomholert anarchy anarchism education discourse architecture 2019 schools schooling control timingold walking rhythm ground humboltstate ucsc design colinward explodingschool unschooling deschooling lcproject openstudioproject tcsnmy sfsh cv tomholdert children childhood learning howwelearn howweteach space place urban urbanism pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9750ae7be045/Catherine Burke: Colin Ward and Anarchist Educational Concepts of the 1960s and ’70s: “We make the road by walking.” | Mediathek 785042020-09-29T18:19:28+00:00
https://hkw.de/en/app/mediathek/video/78504
robertogrecocatherineburke colinward 2019 education unschooling deschooling 1960s 1970s learning anarchism anarchy children walking architecture upbringing schools bodies control freedom liberation urban urbanism geography jonathanmiller design schooling borderlands borders barriers edges liminalspaces wemaketheroadbywalking paulofreire feet classroom teaching howweteach pedagogy cooperation collaboration space alecclegg progressive measurement assessment streetwork 1973 incidentallearning informallearning anthonyfyson thechooli’dlike edwardblishen containment enclosure relationships experimentation experience experientialeducation place purpose community situatedlearning johndewey cities play creativity radicalism peripheries radicaleducation art arts curriculum walls peterperi stewardstreetschool thechildinthecity horizontality democracy environment roaming exploration verticality permeability meaning meaningmaking interpretation sensemaking carletonwashburne paulgoodman open openness openclassrooms socializatiohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5f7f82db7d79/Dan 태영 on Twitter: "as much as I loved my grad arch school, part of this project needs to be about understanding how the formal/aesthetic aspects of my architectural pedagogy might be deeply racist, or denialist in the privileging of form, concept, ag2020-08-19T21:23:36+00:00
https://twitter.com/dantaeyoung/status/1277838307544662018
robertogrecoIs this just a coincidence, that the Black-led abolitionist occupation is about sharing space next to each other while the oft white-dominated Occupy was about having enclosed, personal territories?
“The dream school isn’t a school.” ❤️
One of my lenses is K-12 lens, and this list is important to me. It’s also important that bell hooks comes first, as she references Freire specifically critiquing his attitude to gender especially, challenging him
https://twitter.com/dantaeyoung/status/1277891278353678336
The dream school isn’t a school.
An abolitionist society doesn’t need cops for us to be safe OR schools for us to learn. As bell hooks & Ivan Illich & Paulo Freire write: we can have deschooled society and liberatory & transgressive learning.
we keep us safe / we teach each other
Considering “the dream school isn’t a school,” an abolitionist and transformative future, and voices that build upon the past while addressing our time, here are two pointers (among so many great options) for additional reading.
1. Akilah S. Richards’s Fare of the Free Child podcast and forthcoming book Raising Free People: Unschooling as Liberation and Healing Work
https://raisingfreepeople.com/podcast/
https://pmpress.org/index.php?l=product_detail&p=1145
+
2. Leanne Betasamosake Simpson’s essay “Being with the Land, Protects the Land” and book As We Have Always Done: Indigenous Freedom through Radical Resistance
https://abolitionjournal.org/being-with-the-land-protects-the-land-leanne-betasamosake-simpson/?fbclid=IwAR2M8qr9CaeXOLs9q3kaGcCxkrhqnbCveEFCGmrnLE7RHwWiqIDhavHLJFM
https://www.upress.umn.edu/book-division/books/as-we-have-always-done
one more from Leanne Betasamosake Simpson: “Land as pedagogy: Nishnaabeg intelligence and rebellious transformation” https://jps.library.utoronto.ca/index.php/des/article/view/22170 ”
[image with abstract]]
“as much as I loved my grad arch school, part of this project needs to be about understanding how the formal/aesthetic aspects of my architectural pedagogy might be deeply racist, or denialist in the privileging of form, concept, agency, design in architectural spaces
design focused on authorship, identity, difference is deeply problematic. It treats space as being about trying to be as “non-fungible” as possible, a “unique product” rather than a living thing that is deeply connected to our notions of community and relation
the notion of “new designs” is also deeply problematic; (I forget whose argument this is)
The focus on newness is a fundamentally market driven understanding of architecture, where value is achieved through distinction from other spaces. Spaces $ because they’re not like others
most of architectural pedagogy is a kind of giant commodity fetishizaton of a space. architecture is valued by a logic that is a logic of the market, not about SPACE ITSELF. How space is monetarily priced becomes how space is valued.
Or in other words: in architecture, instead of really caring about space first, then understanding second that different spaces might have different prices on a real estate market..
we are conditioned to care about space based on how much a profit oriented market pays for it
And the qualities of the market have actually become transmuted into the default pedagogical philosophies of most “”top”” architecture schools. This is what Marx calls reification - things appearing to have inherent ‘properties’ that actually come from social relations
A real estate market being reified into pedagogy would focus on newness and innovation in the studio pinup as a method to have unique and desirable “products” of space, teach implicitly that we should strive to have designs that are different from each other, a product mindset
A property-ist pedagogy influenced by fine art historical (art market) discourse would focus on authorship, and celebrate designers by tossing around their names, or focus on their bodies of work, or focus on the idea of “The Practice”
The commodity-ist architecture pedagogy/discourse that we seem to have is all about space, design, form, concept, all about space itself, focusing on the qualities of the commodity, not its relations, not its participation within an ecology of social relations and politics
Let me be specific: are architects trained for spatial contexts where “not designing anything” is the right answer? NO. Hence the “design a better border wall / design a better prison trap”. What would design pedagogy be if it was open to the possibility of not designing?
And I don’t mean some sort of shitty paper architecture conceptual play (very fun and meaningless tbh). I mean not designing where the “design” is the problematic part, the “architecture as commodity” is the part to transform
What would an architecture school, a spatial school look like, when commodity logics aren’t absorbed and taken as pedagogical logics??
What would an architecture school look like if space was defetishized, seen for what it actually FEELS, SUPPORTS, CREATES between people - and we used that logic of social relations and politics instead?
At this school, the anticapitalist, the antiracist, decolonialist, abolitionist, transformative justice school of my dreams, our dreams, design projects would not result in a jury or a critic. Instead, you would have a group that you’re working with, and the end of the project ..
would result in the entire group just saying thoughtful and nice things about the group’s project. This would be because the whole POINT of the semester would be about learning to facilitate a conversation, to cooperate and listen, and find a consensus around the shared project.
Projects would not be thought of as “design” projects and representations would focus on social systems, politics, emotions, proxemics, rather than just visual aesthetics. Like Fanon’s sociogeny but applied onto space
As the coordinator of an exploratory arch representation course for all M.Archs at Columbia GSAPP, I’m working on this, but want to push it further. Every architectural representation should involve a discussion on the politics of that type of representation.
Not just the politics of renderings, say, but even asking the question: why the fuck is it that in architecture school, pedagogy continues to focus on an examination of even a drawing “about” the building - plans, sections, diagrams, renderings, etc etc
Why do attempts to answer this question often seem to land in a politics-bereft and easily instrumentalized paper architecture that just continues the commodity fetish space, then playing back into boosting architectural representation even further
I know what I’m saying might seem like an “old topic” in arch and the same argument gets rehashed over and over — but I am talking about arch pedagogy’s need to deeply connect to to radical politics and social justice and the pedagogy that would emerge from it
(This is getting strangely long-winded, so I will try to summarize in another thread)
(Actually, I may just have to keep on going for now and summarize later)
tldr: arch pedagogy logic is real estate logic
Context: I’ve been down at #OccupyCityHall / #abolitionplaza for a few days. It feels growing, shining, caring, safe, funny, excited, calm. I remember being at Occupy Wall Street during grad school days. No exaggeration - my understanding of space permanently changed afterwards
A friend - Demitra K - and I, after going to Zuccotti, would go into the @ColumbiaGSAPP studios and tried to tell our friends that going there was so much more important to our architectural education than a studio. We’d coax friends to come
Now I see: the societies that we can envision though OWS and occupy city hall are and have to be abolitionist futures, transformative justice futures, one in which our understanding of space needs to be DEEPLY connected to space, social relations, community care, repair
In a carceral society, our understandings of space are deeply connected to imprisonment, and also property and boundary. How has the PIC wormed its way into our architectural imaginations? How has white supremacy and fear of the Other fundamentally structured space?
At zuccotti, people mostly slept in enclosed tents; at abolition plaza everyone sleeps outside, next to each other. the abolitionist chant is that we keep us safe.
Is this just a coincidence, that the Black-led abolitionist occupation is about sharing space next to each other while the oft white-dominated Occupy was about having enclosed, personal territories?
IN ANY case, back to pedagogy. If we understand and see what space can ACTUALLY finally be about, then pedagogy needs to shift - from commodity pedagogy to transformative justice pedagogy
What would a transformative justice spatial pedagogy look like day to day, in its practice, not in theory? Some thoughts:
(caveat: I am still learning and I imagine that many people are probably doing this Work already. I can see how much more I can learn and am excited for it)
1. No final reviews. architectural review culture is real estate product culture. Communal collaboration culture would like discussing, listening, laughing, exploring. https://twitter.com/dantaeyoung/status/1277849313616502784
At this school, the anticapitalist, the antiracist, decolonialist, abolitionist, transformative justice school of my dreams, our dreams, design projects would not result in a jury or a critic. Instead, you would have a group that you’re working with, and the end of the project ..
When you finish a project you should feel like you collaborated or facilitated an great time working on a hard project with people. Reviews being performances is deeply deeply problematic, the more we think about it.
2. No fucking grades. Not only do grades get in the way of learning, GRADING CULTURE IS COP CULTURE https://twitter.com/dantaeyoung/status/1272275976454537216
It is absolutely wild and unjust that in many/most schools, you can be *expelled* for having bad grades.
Imagine that you were on a hike on a mountain with a group. The group says: if you fall behind, we will kick you out of our group and leave you behind. Is this a good group? https://twitter.com/av_rose_ev/status/1271978534001471490
In the grad students I’ve had in the past 6 years of teaching, SO Amuch of my teaching has been about undoing harm and trauma around grades so that we can actually LEARN and explore as a group, not as a coercive student-teacher power dynamic
At least, that’s what my own teaching has _attempted_, about pushing against grading culture within an already toxic environment of high pressure architecture Ivy League grad school.
(This isn’t a subtweet of GSAPP specifically, which at least has pass fail and a reportedly more thoughtful studio culture compared to other organizations, but an indictment of something endemic across Architectural Discourse and capA architectural pedagogy)
3. Spatial designs aren’t visual ones. Aesthetics and vision are de-emphasized. Architectural image culture is real estate commodity culture.
4. Projects aren’t expected to be “new” and “original”, nor are they expected to be historical. Architectural projects aren’t compared between each other, or at least done so to avoid commodity culture. Architectural newness culture is commodity branding culture.
5. Architecture teachers (if they exist) have roles based on the ideal ways that space is collectively altered:
facilitator-trainers (collaboration),
engineers (building &planning),
movement organizers (supporting & maintaining),
‘play’ers (joy, pleasure, connection)
6. Group classes (if they exist) are structured like collective research practices, specifically so that each person’s work benefits and enriches everyone else’s https://twitter.com/dantaeyoung/status/1272396060623765504
oriented in the same direction, like a school of fish, trying to find something together. oriented outwards, as if we are exploring a city of thought and agree to meet back in a few hours, with photos and notes of things we’ve discovered.
Show this thread
(And I actually have specifc actionable ideas on how to structure a class like this, using Zoom and collaboration tools for the fall semester, and am planning my classes this way. Happy to share more)
The Jigsaw learning technique, developed as a racial desegregation learning practice in 1971 in the US, or @niloufar_s’s lab’s idea of a Hive collective formation process http://niloufar.org/publications/2018/HIVE_CSCW2018.pdf are inspiring me lately for ways to think about this kind of pedagogy and play
7. (should be #1 but I had thought it was too obvious)
The pedagogy curriculum is grounded in reading anti-racist, decolonialist, abolitionist thought, especially by Black feminist writers, being able to deeply SEE spaces of a deeply problematic history and a yearned-for future
every thought I read and encounter and learn from is personally and slowly blowing my mind, and I catch these really powerful glimpses of what that abolitionist future could be
8. Spatial projects are understood to be social, financial, racial, about gender, race, class, education, access, oppression, bias. Where is the STS (Science and Technology Studies) of architecture? (Is geography studies like this? is there a geography “design” studies?)
9. Spatial projects begin the conversation around MAINTENANCE, not construction. I mean: spaces are thought of as maintained ecologies and gardens, not as an environment that is “built”.
@stewartbrand: “A building is not something you finish. A building is something you start”
Thinking about the @The_Maintainers, @shannonmattern on maintenance and care (https://placesjournal.org/article/maintenance-and-care/?cn-reloaded=1), Mierle Laderman Ukeles’s work, and @adriennemaree’s Emergent Strategy, connecting movement work to space
https://placesjournal.org/article/maintenance-and-care/
This is, of course, often feminized labor or termed ‘domestic labor’ and implied to be undesirable; this would be feminist antipatriarchical pedagogy, classes or reading groups would discuss how spatial discourse & pedagogy has been deeply distorted and limited by the patriarchy
10. At this school, conversations would fundamentally involve talking about space, exclusivity, access. How a space can aesthetically transmit hostility or exclusivity that align and PERFORM with racism and classism https://twitter.com/autotheoryqueen/status/1273283366079561728
The gender binary is part of the carceral continuum from the bathroom — where trans & non binary people are policed, attacked and arrested — to the prison. Trans liberation is an abolitionist affair.
Or how binary-gendered bathrooms are a spatial layout that actively construct and reinforce a gender binary, as @QSAPP_ and @QSPACEarch and @melanieh0ff have been thinking about https://twitter.com/autotheoryqueen/status/1273283366079561728
The gender binary is part of the carceral continuum from the bathroom — where trans & non binary people are policed, attacked and arrested — to the prison. Trans liberation is an abolitionist affair.
11. Oh and this should be #2, also too obvious I forgot:
architectural pedagogy would be explicitly grounded in studies and histories of spatial inequality, redlining, displacement, and systematic racism. (Not once in my time in M. Arch school did I learn about Seneca Village!)
Okay. And because I have to go to bed, I will end this list (even though there’s so much more) with my dream of a transformative abolitionist school:
The dream school isn’t a school.
An abolitionist society doesn’t need cops for us to be safe OR schools for us to learn. As bell hooks & Ivan Illich & Paulo Freire write: we can have deschooled society and liberatory & transgressive learning.
we keep us safe / we teach each other
The dream school is a society, a collective — thnking of @melanieh0ff’s heartful, touching Code Societies at @sfpc https://sfpc.io/codesocieties2020/
SFPC | Code Societies Winter 2020
The School for Poetic Computation (SFPC), based in NYC, is a hybrid of school, artist residency and research group where students develop a deep curiosity of what it means to work poetically in…
This transformative architectural “school” or learning society would be about *taking care of a space together.*
Imagine this:
The learning collective is also a community center. We collectively run programs and maintain/change the building.
We learn and discuss how to maintain, update, create community programs. How do we change the space accordingly? We discuss, listen, argue, laugh. We think about social, political, ecological impact. We renovate the building, or try new technologies if they help us serve others.
In this learning community, learning society, we learn about space by… making it. Shaping it. Creating it. Thinking about finances, space, accessibility, budget, anti-racism, decision-making process, transformative conflict resolution, harm repair. And we have fun doing so!
Perhaps this long thread is another way to say: I have been so honored and lucky to have been part of starting and maintaining and GROWing the communal and cooperative spaces of @primeproduce and Soft Surplus, and am grateful for my collaborators in our wild adventures
There are soo many collaborators that I feel like my heart sinks at the prospect of leaving someone out, so I almost do not want to say further and stop speaking for these projects with my voice. I talked a little bit about this here with @willak: https://thecreativeindependent.com/people/designer-architect-teacher-and-learner-dan-taeyoung-on-growing-a-cooperative-like-youd-grow-a-garden/
On growing a cooperative like you’d grow a garden
Dan Taeyoung discusses building trust within cooperative spaces, developing open-ended systems, and un-learning hierarchical ways of operating.
But want to shoutout my initial collaborators in @primeproduce, Jerone Hsu &
@mr_tumnus, and Soft Surplus, @melanieh0ff & @_newcubes_ all whom I have laughed and debated and imagined with; whom I have also made mistakes to, disappointed, in my own neverending process of learning.
Starting and growing two spaces and collectives has deeply shifted and structured my understanding about space and architecture and community in powerful, fundamental ways that my schooling did not and was deeply incapable of.
It’s from this context and experience that I (stay up incredibly late and) articulate this vision of a transformative architecture school.. that is anti-racist, that actively works towards repair, and works to abolish the police and jails in our minds, because it GROWS.
spatial culture can be about societal care, about repair, about calling in, about invitation. We can see space as something we want to grow, garden, tend, care for, the way we do with our neighbors and strangers.
Okay, to conclude.
architecture culture and pedagogy can be real estate market culture
OR
spatial culture can be communal culture, play culture, abolition culture, transformative culture.
Which one do we want for our communities? In our neighborhoods? In our imaginations?
FINALLY:
In terms of starting tomorrow, the statement that @bsa_gsapp has written to GSAPP is crucial.
I’m vowing to find ways that I can support these in my role as (adjunct) faculty, integrating these thoughts deeply into my teaching. https://twitter.com/a_l_hu/status/1276639014435590145
The Black Student Alliance at Columbia GSAPP (BSA+GSAPP) has written a powerful statement to the Columbia GSAPP Dean and Administration. The statement is titled, “On the Futility of Listening.” Please read it and sign your name in support!
https://onthefutilityoflistening.cargo.site/
And this powerful statement by the Black faculty of @ColumbiaGSAPP that rightly and justly calls for an examination of anti-Black racism and white supremacy within all modes of it at GSAPP: https://twitter.com/jgmoore/status/1277965117930352640
UNLEARNING WHITENESS
A Statement from the Black Faculty of @Columbia University’s Graduate School of Architecture, Planning and Preservation
https://unlearningwhiteness.cargo.site
Everything I have said above is NOT NEW either! It has already been thought of. The barriers to us approaching this kind of transformative school isn’t because we haven’t thought of it yet. It’s the lack of willingness to actively engage in this work together.
[image (**denotes highlighted passage**): “of unlearning white supremacy. Fifty years ago there were radical actions undertaken by GSAPP students in architecture and planning inspired by the Black Power and Civil Rights movement. **One of those trailblazers, educator/alumni/colleague Dr. Sharon Egretta Sutton has narrated in When Ivory Towers were Black how she and classmates forged institutional change, brought Black and Latinx students into the school's disciplines, and initiated community-based design and planning studios that worked with Harlem residents and organizations. And yet by the 1980s those radical pedagogies and curricular changes disappeared within GSAPP as the whiteness of the school's disciplines was reconstituted into new versions of old racist paradigms, discourses, and practices.** It is our belief that unless white supremacy is first, recognized and second, dismantled within this institution, then the goals professed and desired by many of the GSAPP community to eradicate anti-black”]
The real #1 in my list is fundamental - a school should be centered around BIPOC & esp. Black and Indigenous faculty and students, and an understanding of the structural forces & racisms that make schools predominantly white in faculty, and white and East Asian in student makeup”]]>unschooling 2020 dantaeyoung teaching architecture art design pedagogy learning howwlearn howweteach education highered highereducation patriarchy decolonization antiracism transformativejustice socialjustice paulofreire bellhooks canon fredscharmen abolitionism prisonabolition collectivism deschooling conviviality ivanillich occupywallstreet ows race gender ethnicity sexuality stewartbrand sfpc schoolforpoeticcomputing feminism exclusivity grades grading inclusivity genderbinary shannonmattern maintenance care caring society adriennemareebrown carceralcapitalism capitalism competition liberation teachingtotransgress primproduce jeronehsu spacialculture culture listening alhu justingarrettmoore austinwadesmith christopherchavez willaköerner niloufarsalehi themaintainers akilahrichards schools schooling schooliness community communities leannebetasamosakesimpson markets anticapitalism melaniehoff inclusion chegossett lcproject openstudioproject tcsnmy sfsh howwelearn schoolforpoeticcomputationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c65f35764f8b/k'eguro on Twitter: "Very much looking forward to this publication: https://t.co/TybVxpR8EY" / Twitter2020-08-06T12:18:36+00:00
https://twitter.com/keguro_/status/1290995561248821250
robertogrecokeguromacharia unschooling deschooling education meeting 2020 form outcomes learning freedom thinking howwethink liberation howweteach teaching howwewrite sylviawynter feminism combaheerivercollective togetherness lcproject openstudioproject sfsh tcsnmy emergencehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d77d3066472f/Accessible Brand Colors by Use All Five2020-06-18T17:11:50+00:00
https://abc.useallfive.com/?colors[]=FFD100,E70095,00B3E3,003A71,FFFFFF,000000,3D3D3D,95219B
robertogrecosfsh webdev colors webdesign accessibilityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:95a48dc3aa29/Simon DeDeo on Twitter: "A radical model for undergraduate education in Fall 2020. (thread)" / Twitter2020-05-25T21:27:50+00:00
https://twitter.com/SimonDeDeo/status/1264294784111427585
robertogreco@stanislavfort: This actually sounds very much like an Oxbridge college.
For this to work, the University would have to credibly signal that it would not be stepping in to solve day-to-day problems that the students encounter. While at the same time drawing clear bright lines on what can't happen (Title IX, etc)"]]>simondedeo universities colleges small lcproject openstudioproject tcsnmy sfsh howwelearn highered highereducation seminar education learning unschooling deschoolinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7b7c51ef3a7c/James Mulholland - The Small Gorup2020-05-25T21:21:18+00:00
https://jmulholland.com/small-group/
robertogrecoThe chief [reason to meet in a private space] seems to me to be that, as you say, we should have to eradicate politeness. We can get to the point of calling each other prigs and adulterers quite happily when the company is small & select, but its rather a question whether we could do it with a larger number of people who might not feel that they were quite on neutral ground” - Vanessa Bell, Member of the Bloomsbury Group
Twelve appears to be a magic number of members for the Small Group. Although The Cambridge Apostles (so named because, like Jesus’ followers, there were twelve of them) were one of the few groups that stuck explicitly to this number, The Junto Club, The Inklings and The Bloomsbury Group all had approximately twelve core members.1
Around a dozen members is the sweet spot of social motivation: small enough to know everyone, yet large enough that the group won’t collapse if one or two members’ enthusiasm wanes; small enough that you are not daunted by competing with the whole world, yet large enough that you still need to be on your toes to keep up.
It is common for Small Groups to further enhance their motivational effects through clearly defined structures. Weekly meetings at the Junto Club, with a rota ensuring all members would give a talk, kept the intellectual bar at a certain level. Bloomsbury, meanwhile, split into a Thursday thinking group for writers, and a Friday idea and exhibition organisation group for artists.
However, structure is by no means a necessity. Amongst technology-based groups in particular, there is a general dislike of anything too organised. Hackers do not like being told what to do. For example, the hacker group w00w00, whose membership contained the founders of both Napster and WhatsApp, stated on its homepage that “there are no “members”” while Homebrew met raggedly in carparks to trade parts.
In place of structure, these groups organised around ability and commitment. w00w00 allowed new participants in if they had an invite from a pre-existing member or could independently show sufficient technical acumen. The Tech Model Railroad Club allowed free access to the train room, so long as you had proved your engagement by clocking-in 40 hours of work on the system.
The assistance members can give one another isn’t purely motivational, however. In-person communication is high-bandwidth and offers feedback that is difficult to replicate elsewhere. An ongoing relationship provides more effective advice, allowing the use of shorthand for concepts and a two-way conversation that autodidactic education lacks.
******
Reading about how good these groups can be has made me envious. I want one too. What does realising that want look like? What is the Small Group for the 2020s?
I know that there are many people out there who are excited about working on interesting projects, discovering new things and exploring the space of what is possible. Indeed, I’ve seen several other promising efforts in this area. Anna Gat is doing a great job at building a large, swirling, international community with The Interintellect. The recreation of the public salon is another intriguing attempt at solving this problem. I’m also a member of newly-created bookclubs, Slack groups, and Telegram chats full of people looking to get to know one other, be inspired and stay motivated.
But these examples aren’t quite what I’m aiming for. I want something smaller, more intimate, more regular. Not meeting someone you like and only managing to run into them once every three months, but creating regular, meaningful connections.
While I enjoy meeting people at one-off or quarterly events, these interactions don’t compound in a way that a more regular relationship with someone can. A single conversation may lead you down an interesting path, but a community keeps you on it.
The other flaw of many modern attempts at providing a community is that such attempts are often online-only, or at least online-first. Although online connections are a great thing to have in your life—I am writing this post during a global pandemic lockdown which would be far harder to survive with only IRL connections—there is something sorely missing when you don’t get to see someone’s face. As well as the body-language cues that make up so much of human interaction, online communities miss out on several other advantages.
First, they shift the emphasis towards consumption, not creation. How many tweets do you write versus how many do you read, for example? Communicating in real-life shifts the ratio of creation to consumption far closer to 1:1, thus forcing you to fully develop your ideas.
Online communities also don’t self-correct in the same way. A fixed time and place ensure that you will be missed if you don’t turn up. Dropping your commitments becomes harder by default. The omnipresent communication streams that dominate online life are far easier to opt-out of whereas if you drop out of a small, physical group you will be missed.
We are now at a place where we can define the Small Group a little more clearly. Some things are specific and easily mapped from historical examples. The small group size of about a dozen people seems to translate well, for example. Other attributes are harder to pin down. Like the examples I have mentioned, the modern Small Group should have a strong sense of fun and playfulness.2
The Small Group must strike a delicate balance between indirection and real progress. Pure business drive is not desirable. The goal here is not to invest more in the skills you use at work. Instead, it is to be truly exploratory for no immediate purpose. It is to waste time (yet to savour it), to wander off in the wrong direction (and to find an exciting new path). Indirection and exploration should not come at the cost of doing and building. Doing and building should not come at the cost of having fun.
What about subject matter? Historical Small Groups are a mixture of the specific (model railways, building personal computers, writing fantasy fiction) and the eclectic (art, culture, philosophy, general self-improvement). In a sense, I do not think it matters, and the potential landscape is broad.
From a purely personal perspective, however, I do not (yet) have any one thing that takes priority over my other interests. Therefore, my selfish bias is to create something under some kind of umbrella niche that is not too specific.
In summary, the format I can conceive of that seems most likely to succeed is along the lines of the following.
* Unofficial membership status of around a dozen members.
* Each member works on personal or collaborative projects and is held accountable through a combination of regular talks and presentations.
* Members are unconstrained in what their project topics are, but they would fall roughly under the domain of ‘explorative technology’. Members are probably interested in some subset of Dynamicland, doing weird stuff with GANs, interesting data visualisations, Tools for Thought and Second Brains, tech-related art projects, reconceptualising programming, writing explorative essays, hardware experiments, and things that cannot be put in a list such as this.
* Physical meeting space(s) that promote collaboration, spontaneity and deep work. A combination of members’ houses, libraries, coffee shops and co-working spaces may feel these needs.
Maybe this is all a symptom of me not quite yet managing the swirling, messy communities that do and should make up a modern city. But I’m not sure. I think I do want a Small Group.
I’d like this essay to be a form of action, not a pipe dream. So, if you are in London and into the themes I’ve talked about here, then put your email down below or email me directly and we shall see where it goes.“]]>groups groupsize small community history 2020 dynamicland play learning howwelearn howwewrite tcsnmy lcproject openstudioproject vanessabell jamesmulholland education sfsh unschooling deschooling friendship juntoclub johnmaynardkeyes stevejobs jrrtolkien cslewis theinklings bloomsburygroup virginiawolf clivebellhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e031a60467e8/Make bad art2020-04-22T19:37:19+00:00
https://us1.campaign-archive.com/?u=25a34f10515c4e9393e3da856&id=89b0a1ac46
robertogrecojohnholt gws growingwithoutschooling unschooling education parenting austinkleon sfsh deschooling learning howwelearn 1979s 1980s 1977https://pinboard.in/https://pinboard.in/u:robertogreco/b:cc325955de33/Strelka Institute - Beatriz Colomina: Towards a Radical Pedagogy2020-04-13T07:31:54+00:00
https://strelka.com/en/videos/event/2014/09/12/beatriz-colomina-towards-a-radical-pedagogy
robertogrecobeatrizcolomina education experimentation alternative alted radical architecture unschooling deschooling disobedience annapoznyak brandanmcgetrick nikitatokarev 2014 pedagogy howwelearn teaching howweteach chile carbondale buckminsterfuller ritoque opencity ucv pucv mercecunningham princeton cooperunion institutions ulm bmc blackmountaincollege ead valparaíso godofredoiommi albertocruz design ciudadabierta amereida lcproject openstudioproject collaboration horizontality collaborative activism giancarlodecarlo 1968 anarchism occupation antfarm manfredotafuri globaltools 1960s 1970s phds research denisescottbrown robertventuri ucberkeley harvard yale blackpanthers blackpantherparty cedricprice mexico 1967 france italy coldwar hierarchy resistance revolution representation art brazil brasil india mit protest ecology environment radicalism formalism tradition tcsnmy sfsh progressive remkoolhaas timidity professionalization neoliberalism risk security stability bureaucracy conversation srg multidisciplinary crohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a399d20452f1/At Home with carla bergman - TouchWood Editions2020-04-02T15:44:17+00:00
https://www.touchwoodeditions.com/at-home-with-carla-bergman/
robertogrecocarlabergman helenhighes 2020 mutualaid windsorhouse education informal collaboration children teaching howweteach howwelearn vancouver britishcolumbia summerhill lcproject openstudioproject sfsh tcsnmy culture cooperation listening learning unschooling deschooling socialchange society conflictresolution problemsolving cvhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2fc8ee77c841/(Self-Directed) Education is a Political Act | Alliance for Self-Directed Education2020-02-11T21:07:42+00:00
https://www.self-directed.org/tp/education-is-a-political-act/
robertogrecoalexanderkhost via:derek 2020 politics self-directed self-directedlearning freeschools summerhill sudbury sudburyschools education schools schooling unschooling deschooling anarchism anarchy socialism individualism society radicalism children modernschools autonomy mutualaid freedom liberation community communities progressive sfsh lcproject tcsnmy libertarianism doctrine authority authoritarianism conservatism moderatism moderation permissiveness liberalism publicschools conventionalschools agilelearningcenters waldorf waldorfschools montessori montessorischools charterschools trust fear parenting schooliness indoctrination judithsuissa asneill learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:faa961244e7a/The Weirdness and Joy of Black Mountain College | The Nation2019-09-15T17:15:38+00:00
https://www.thenation.com/article/the-weirdness-and-joy-of-black-mountain-college/
robertogrecobmc blackmountaincollege pedagogy teaching education highereducation highered 2016 barryschwabsky leapbeforeyoulook johnandrewrice rancière reproduction ephemeral ephemerality institutions institutionalization lcproject openstudioproject tcsnmy sfsh cv art arts socialism jacquesrancière learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:dffafc85f74d/College students think they learn less with an effective teaching method | Ars Technica2019-09-11T07:37:59+00:00
https://arstechnica.com/science/2019/09/college-students-think-they-learn-less-with-an-effective-teaching-method/
robertogrecolearning perception education pedagogy teaching howweteach howwelearn deschooling unschooling lcproject openstudioproject sfsh tcsnmy cv stem lectures activelearning 2019 science participatory participation conversation progressivehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b228c3c46bfc/Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS2019-09-11T07:37:50+00:00
https://www.pnas.org/content/early/2019/09/03/1821936116
robertogrecolearning perception education pedagogy teaching howweteach howwelearn deschooling unschooling lcproject openstudioproject sfsh tcsnmy cv stem lectures activelearning 2019 science participatory participation conversation progressivehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1d22df43a508/Love what you do in front of the kids in your life2019-02-08T22:17:18+00:00
https://austinkleon.com/2019/02/05/do-what-you-love-in-front-of-the-kids-in-your-life/
robertogrecoparents keep trying to push their kids toward certain interests when it works so much better to just dig into those interests yourself
oh, wait .. those aren’t YOUR interests? so you don’t want to dig into them? they aren’t your child’s interests either; why would THEY?
joyfully dig into your own interests and share all the ensuing wins, frustrations, struggles, successes
let your kids love what they love
when you share your learning and doing, you don’t make them also love (whatever); you DO show them how great it is to do meaningful work
If you spend more time in your life doing the things that you love and that you feel are worthwhile, the kids in your life will get hip to what that looks like.
“If adults can show what they love in front of kids, there’ll be some child who says, ‘I’d like to be like that!’ or ‘I’d like to do that!’” said Fred Rogers. He told a story about a sculptor in a nursery school he was working in when he was getting his master’s degree in child development:
[video: "Mister Rogers - attitudes are caught, not taught"
https://www.youtube.com/watch?v=BDojoOiKLuc]
There was a man who would come every week to sculpt in front of the kids. The director said, “I don’t want you to teach sculpting, I want you to do what you do and love it in front of the children.” During that year, clay was never used more imaginatively, before or after…. A great gift of any adult to a child, it seems to me, is to love what you do in front of the child. I mean, if you love to bicycle, if you love to repair things, do that in front of the children. Let them catch the attitude that that’s fun. Because you know, attitudes are caught, not taught.”
It’s like a Show Your Work! lesson for parenting: Show the kids in your life the work that you love."]]>workinginpublic children parenting howeteach howwelearn education learning examples loripickert fionaapple jimhenson fredrogers pamelapaul austinkleon modeling interests openstudioproject lcproject sfsh tcsnmy passion parentingindustrialcomplexhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ca36b0f3fc59/Viewtiful Muni – Mc Allen – Medium2019-01-28T03:05:30+00:00
https://medium.com/@that_mc/viewtiful-muni-54fd7f2d885
robertogrecosanfrancisco classideas muni 2019 mcallen buses tains publictransit views lcproject openstudioproject parenting children cv transportation adventuredays tcsnmy sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c51b4bbabc70/Let’s Be Clear: Sudbury Valley School and “Un-schooling” Have NOTHING in Common | Sudbury Valley School2019-01-24T00:54:21+00:00
https://sudburyvalley.org/article/lets-be-clear-sudbury-valley-school-and-un-schooling-have-nothing-common
robertogrecounschooling deschooling sudburyschools education 2016 johnholt self-directed self-directedlearning patfarenga schools schooling learning howwelearn howweteach children parenting homeschool sudburyvalleyschool lcproject openstudioproject sfsh tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fe4c061941db/SVS/Unschooling Controversy - YouTube2019-01-24T00:48:26+00:00
https://www.youtube.com/watch?v=22N5WaTXNrc
robertogrecoeducation schools schooling sudburyschools self-directed self-directedlearning progessive petergray je'annaclements howwelearn howweteach teaching learning unschooling homeschool deschooling montessori northstar agillearningcenters agilelearning tcsnmy lcproject openstudioproject sfsh jeannaclements individualism collective collectivism parenting danielgreenberg children 2018 johnholt patfarenga sudburyvalleyschool agilelearningcentershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3170b0e9eb69/David Graeber - Syria, Anarchism and Visiting Rojava - YouTube2019-01-09T06:30:33+00:00
https://www.youtube.com/watch?v=gqfoJvD0Ifg
robertogrecodavidgraeber syria anarchism anarchy rojava directdemocracy patriarchy capitalism anticapitalism antistatism democracy history cultofpersonality spain catalonia barcelona grassroots feminism ecology sustainability environment bureaucracy bullshitjobs economics self-governance iran iraq turkey kurdistan kurds activism defense hierarchy horizontality gender checksandbalances governance exploitation 2017 borders isis solidarity accountability projectmanagement administration organization freedom criticalthinking voice compulsion compulsory process power control consenus cv time sfsh tcsnmy openstudioproject lcproject listening slow voting morality politics efficiency rule improvisation ows occupywallstreet reason language evolution adaptability adaptation authority authoritarianism statelessness murraybookchin españahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:477685ff91a9/Nick Kaufmann on Twitter: "Civic tech needs to study history and explore the "usable past". Everyone in #civictech / @codeforamerica network should read Professor Light's upcoming book States of Childhood, ill attempt to summarize her talk below, although2018-12-14T21:51:06+00:00
https://twitter.com/nickkauf/status/1071196293001830400
robertogreconickkaufmann urbanism urban cities jenniferlight children lcproject openstudioproject sfsh tcsnmy civics civictech technology history codeforamerica smartcities boston cleveland philadelphia williamgeorge modelrepublics simulations simulation gregorybateson play seriousplay seriousness education johndewey milaukee labor work colinward thechildinthecity housing governance policy activism participatory participation experimentation experience experientiallearning volunteerism makerspaces openmaine maine learning howwelearn ervinggoffmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d1c214d0f62d/Audrey Watters on Twitter: "I'm sorry. But I have a rant about "personalized learning" https://t.co/lgVgCZBae7"2018-11-20T06:14:48+00:00
https://twitter.com/audreywatters/status/1063582830821728256
robertogrecopersonalization personalizedlearning 2018 audreywatters history education edtech siliconvalley memory salkhan khanacademy psychology testing individualism efficiency democracy daltonplan johntaylorgatto communalism lcproject openstudioproject sfsh tcsnmy collectivism ushttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d44c10c163eb/Differences Between Self-Directed and Progressive Education | Psychology Today2018-11-03T23:21:05+00:00
https://www.psychologytoday.com/us/blog/freedom-learn/201706/differences-between-self-directed-and-progressive-education
robertogrecounschooling self-directed self-directedlearning deschooling progressive 2017 petergray cv tcsnmy sfsh openstudioproject lcproject freedom children parenting alfiekohn learning howwelearn education society democracy coercion compulsory sudburyschools davidlancy canon teaching unchooling pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5d2f4c399124/Carol Black: Alternatives to Schooling on Vimeo2018-10-21T08:14:26+00:00
https://vimeo.com/126183982
robertogrecocarolblack 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 diversityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:15a2d351bd50/Carol Black: Reclaiming Our Children, Reclaiming Our World - YouTube2018-10-21T08:13:45+00:00
https://www.youtube.com/watch?v=TRK72Kfa9f4
robertogrecocarolblack unschooling deschooling economics humans learning howwelearn schools schooling brains development children education agesegregation us history literacy standardization centralization publicschools corporations corporatism compulsory control power agesegregaton sfsh tcsnmy lcproject openstudioproject 2012https://pinboard.in/https://pinboard.in/u:robertogreco/b:90eefe3de96f/What It Would Take to Set American Kids Free | The New Yorker2018-09-20T02:28:19+00:00
https://www.newyorker.com/culture/cultural-comment/what-it-would-take-to-set-american-kids-free
robertogrecoAt 10:45 am today the playground opened . . . We began by moving all the building material in the open shed. Bricks, boards, fireposts and cement pillars were moved to the left alongside the entrance, where building and digging started right away. The work was done by children aged 4 to 17. It went on at full speed and all the workers were in high spirits; dust, sweat, warning shouts and a few scratches all created just the right atmosphere. The children’s play- and work-ground had opened, and they knew how to take full advantage of it.
The do-it-yourself rule is, to a certain extent, self-limiting, as towers built with simple tools are shorter than those ordered from catalogues. I saw plenty of children up on roofs—the rule was, if you can climb up without a ladder, relying on your own strength and ingenuity, it’s O.K. In a documentary on The Land, a Welsh adventure playground, a play worker describes the difference between risk and hazard: a risk you take on knowingly; a hazard is unexpected, like a nail sticking out of a board. The play workers are there to remove hazards and leave the risks.
Journalism about adventure play tends to emphasize the danger, but these spaces actually need to be seen as exceptionally porous community centers, in which lots of social activities, for parents and children, occur. “Risky play” is a way for children to test their own limits, and because the parks are embedded in residential communities they can do so at their own pace. Hitoshi Shimamura, who runs the organization Tokyo Play, told me that he has sessions to teach parents to use the tools, because their fear derived from their own lack of experience. Kids also need time to ease into the freedom and figure out which activity most appeals to them. If adventure play were to become permanent in New York, it would do better as a permanent fixture in a neighborhood than as a weekend destination. At a temporary adventure playground set up by Play:Ground on Governors Island this summer, a sign on the fence read, “Your children are fine without advice and suggestions,” though legally, children under six had to be accompanied by a parent or guardian.
The “adventure” can be with water, with tools, with real fire, or just with pretend kitchen equipment, allowing the parks to appeal to a broad array of children, and over a longer period of time. What this means, in practice, is a range of activity during days, weeks, or even years. In the morning, adventure playgrounds become settings for an urban version of a forest preschool, where small children learn the basics of getting along outdoors. In the afternoon, they become a place for older kids to let off steam between school and homework; many communities in Tokyo play a public chime at five in the afternoon—a mass call that is it time to go home. On the weekends, Yume Park might ring with the hammers of children, but for teen-agers there are other options: a recording studio with padded walls; a wooden shed piled with bike parts for the taking; a quiet, shaded place for conversation. Bertelsen wrote in his diary,
Occasionally, complaints have been made that the playground does not possess a smart enough appearance, and that children cannot possibly be happy playing about in such a jumble. To this I should only like to say that, at times, the children can shape and mould [sic] the playground in such a way that it is a monument to their efforts and a source of aesthetic pleasure to the adult eye; at other times it can appear, to the adult eye, like a pigsty. However, children’s play is not what the adults see, but what the child himself experiences.
One of my favorite moments in Tokyo occurred late one afternoon at a smaller adventure playground, Komazawa Harappa, a long sliver of space in a tight residential neighborhood, masked from the street by a simple hedge. Three kids fanned the flames in a fire pit; a baby padded about a dirty pool dressed in a diaper; two small boys, hammering on a house, had remembered to take their shoes off on the porch. But not everyone felt the need to be busy. Two teen-age girls had climbed up on the roof of the play workers’ house, via a self-built platform of poles and planks, and seemed deep in conversation. Suddenly, they began to sing, their clear voices ringing out over the open space."]]>alexandralange children unschooling deschooling community 2016 infrastructure parks playgrounds adventureplaygrounds risk risktaking hazards japan parenting openstudioproject messiness johnbertelsen kenishiomura ladyallen emdrup copenhagen tokyo kodomoyumepark srg urban urbanism play lenoreskenazy hanegiplaypark tools dirt order rules mikelanza supervision safety independence us shokoomura diy risklyplay lcproject tcsnmt sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:230f918040ff/Children learn best when engaged in the living world not on screens | Aeon Essays2018-08-15T17:11:16+00:00
https://aeon.co/essays/children-learn-best-when-engaged-in-the-living-world-not-on-screens
robertogrecochildren learning nature bodies education schools howwelearn 2018 nicholastampio howwethink mauricemerleau-ponty 1945 plato descartes johnlocke kant davidhume perception screens digital technology senses personalization sfsh tcsnmy lcproject openstudioproject body immanuelkanthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8bc4d76406ac/Isabel Rodríguez on Twitter: "The most important goal of any person working with children should be doing no harm. The most important goal of any teacher preparation program should be about unlearning violence, disrespect, prejudices and abuse of power a2018-07-30T20:14:07+00:00
https://twitter.com/ecomentario/status/1023954714927529989
robertogrecoThe right to learn differently should be a universal human right that’s not mediated by a diagnosis. http://boren.blog/2018/07/29/the-right-to-learn-differently-should-be-a-universal-human-right-thats-not-mediated-by-a-diagnosis/
It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think of learning as something happening exclusively within schools' walls in which there is not enough space or enough money for everyone to attend.
It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think that assigning grades and sorting children is okay."]]>isabelrodríguez sfsh schools schooling unschooling deschooling hierarchy horizontality community lcproject openstudioproject agesegregation 2018 rynboren mitchaltman hackerspaces makerspaces dignity parenting children power control exploitation coercion race racism prejudice abuse empathy alienation labor work capitalism solidarity propertyrights commodification humanrights humans learning howwelearn school schoolinesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8d212e254f50/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/Mc Allen Profile and Activity - Curbed2018-07-10T22:44:41+00:00
https://www.curbed.com/users/Mc%20Allen
robertogrecosanfrancisco muni parenting children cv libraries publictransit transportation adventuredays tcsnmy lcproject openstudioproject mcallen sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:50dad14173c2/A response, and second Open Letter to the Hau Journal's Board of Trustees — Association of Social Anthropologists of Aotearoa New Zealand2018-06-21T05:24:29+00:00
http://www.asaanz.org/blog/2018/6/21/a-response-and-second-open-letter-to-the-hau-journals-board-of-trustees
robertogrecoWhanaungatanga = Relationship, kinship, sense of family connection – a relationship through shared experiences and working together which provides people with a sense of belonging. It develops as a result of kinship rights and obligations, which also serve to strengthen each member of the kin group. It also extends to others to whom one develops a close familial, friendship or reciprocal relationship (Te Aka Online Māori Dictionary)
Whanaungatanga values a wide range of relationships, like family and friendships, and points to feelings of belonging and inclusion. Whanaungatanga captures the belief that the more relationships people have in their lives the happier and healthier they are.
Relationships come in many shapes and forms: they may be a regular friendly chat with someone based on a shared interest or a long-term loving intimate relationship. Each relationship is unique, because every person is different. And, having a wide range of relationships is important. A diverse social network made up of relationships with a variety of people enriches people’s lives.
Relationships are the heart of the community. And a sense of being connected to the community through relationships is at the core of the good life. In fact, the community provides endless opportunities for the creation of relationships.
The community is a fantastic resource, rich with possibilities for developing and growing relationships through jobs, volunteering, and recreation. Relationships help us connect to the community, and this connection provides more opportunities to get to get to know a range of people and expand our social networks.We believe people with disability should have the same opportunities to be involved in their community, meet people and develop friendships as anyone else.
Natural and Formal Supports
Natural supports describe the naturally occurring or informal relationships experienced in the community, for example, between neighbours, within cultural groups, and through working lives. We believe natural supports are the most effective way forward in terms of support for people with disability to achieve a good life in the ordinary spaces of the community.
One of the great things about natural supports is that they aren’t associated with any financial cost! People are not paid to offer support, instead they do it because of a shared interest or connection. Natural support can come in many forms, for example, it may be a ride to the supermarket, assistance filling out a form, or help with meeting new friends.
Experience shows us that people with disability are more likely to be included in the community if natural supports are encouraged around their participation. This is because it is difficult to become part of a community from the outside. It is much easier if it happens from within the community. A good example of this is when someone has an interest in joining a particular club or group. It is better to have a member of that group introduce the person, because they will be known by the rest of the group already, and they will know how to introduce the person in a way that fits with the group.
In saying this, we also know that for many people with disability and their whānau, paid services and professionals, also known as formal supports, play an important role in their lives. Formal supports may usefully be part of people’s search for the good life, but care needs to be taken to make sure it does not over-ride the authority and power of the person and their whānau. Paid services and supports should complement, not take over or exclude the natural supports that already exist or could be developed."
https://www.youtube.com/watch?v=IMe_5ERYWzk ]
]]>communities maori relationships cv sfsh 2018 whanaungatanga words priorities via:anne tcsnmy community support interdependence Māorihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:33d1f44fc65e/How To Dial Back Stress For High-Achieving Kids : Shots - Health News : NPR2018-06-18T03:46:09+00:00
https://www.npr.org/sections/health-shots/2018/06/11/616900580/back-off-how-to-get-out-of-the-high-pressure-parenting-trap
robertogrecoparenting unschooling deschooling pressure anxiety children 2018 depression sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d70ba81a7477/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/Dr. Kate Antonova on Twitter: "If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit2018-05-28T18:24:26+00:00
https://twitter.com/kpanyc/status/1000827586572898304
robertogrecokateantonova highered highereducation colleges universities education curiosity learning purpose 2018 cognition problemsolving creativity lcproject openstudioproject sfsh tcsnmy cv k12 statistics calculus reading howwelearn howweteach highschool publicschools schools schooling children adolescence diversity exposurehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c0dc5ff01c56/Article: Notes On An Anarchist Pedagogy – AnarchistStudies.Blog2018-05-24T18:06:12+00:00
https://anarchiststudies.noblogs.org/article-notes-on-an-anarchist-pedagogy/
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https://www.youtube.com/watch?v=Eui55R3NerA
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https://www.theguardian.com/commentisfree/2018/apr/04/martin-luther-king-cornel-west-legacy
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https://www.theatlantic.com/family/archive/2018/03/childhood-conformity/554453/
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https://twitter.com/cblack__/status/975766319600615424
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http://www.hshla.org/
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https://boren.blog/2017/08/03/classroom-ux-bring-your-own-comfort-bring-your-own-device-student-created-context/
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https://vancouverisland.ctvnews.ca/video?clipId=1323024
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https://radicalscholarship.wordpress.com/2017/10/22/new-sat-but-same-old-problems/
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http://small-workshop.info/games.html
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https://www.tes.com/news/school-news/breaking-views/we-need-make-connection-between-teaching-education-and-democracy
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https://www.tes.com/news/school-news/breaking-news/school-main-cause-stress-children
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https://chbooks.com/Books/H/Haircuts-by-Children-and-Other-Evidence-for-a-New-Social-Contract
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https://www.bie.org/blog/the_perils_of_pbls_popularity
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https://twitter.com/juliaerin80/status/957647146181775360
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https://twitter.com/Sisyphus38/status/957347517443735552
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https://twitter.com/michaelianblack/status/955627973411065856
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https://www.nytimes.com/2018/01/17/books/review/off-the-charts-ann-hulbert.html
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https://www.universityofcalifornia.edu/news/how-storybook-lessons-impart-scholastic-success
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https://medium.com/the-mission/the-culture-of-childhood-weve-almost-destroyed-it-d16af1fa16f1
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https://www.theguardian.com/society/2018/jan/07/is-everything-you-think-you-know-about-depression-wrong-johann-hari-lost-connections?CMP=share_btn_tw
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http://worrydream.com/2017-12-30-alan/
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https://www.psychologytoday.com/blog/freedom-learn/201712/the-joy-and-sorrow-rereading-holt-s-how-children-learn
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https://vimeo.com/240018463
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https://www.gse.harvard.edu/news/17/12/harvard-edcast-lifelong-kindergarten
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https://medium.com/identity-education-and-power/letting-go-of-school-in-order-to-think-about-education-f9e3fb0878d8
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http://opensfhistory.org/Display/wnp58.049.jpg
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http://opensfhistory.org/Display/wnp58.087.jpg
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http://opensfhistory.org/Display/wnp15.940.jpg
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http://sflib1.sfpl.org:82/search?/X%22beth%22+sholom&SORT=D/X%22beth%22+sholom&SORT=D&stype=X&SUBKEY=%22beth%22+sholom/1%2C3%2C3%2CB/frameset&FF=X%22beth%22+sholom&SORT=D&1%2C1%2C
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http://www.long-view.com/
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https://medium.com/@rafranzdavis/how-systemic-control-stunts-creative-growth-823c798b9896
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http://www.cbc.ca/books/the-sun-and-her-flowers-1.4248016
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