This reminds me of a comment made by Formula 1 driver Sebastian Vettel about the number of buttons on the steering wheel of the car, comparing it to driving and texting at the same time. Silly comment, but it came to mind

this passage reminds me of "It directs our attention towards the idea of an ‘active spectator’ who constitutes the sense and significance of objects and artifacts." from crafting participation piece. So is the use of a hands on approach the same as an active spectator in the Heath piece?

Wow. I think this is really important. The "infidels," the Indians, are full of more humanity than the Puritans. It reminds me of the quote earlier in the paragraph that said that the Puritans "had learned to work all to their own ends, and make a great show of Religion, but no humanity"

reminds me of the scene from the first pirates of the caribbean where jack and elizabeth get marooned on the island with all the rum lol

kinda reminds me of freshman year science with all of those equations.. one thing always has to belong to the other, going hand in hand in order for them to work

Reminds me a lot if Syria and what is going to happen after their war?

This reminds me of something someone (I'm sorry I couldn't find the post) highlighted in the AA chapters. This idea that there are people outside the immediate Figured world (Last week it as AA and those who are family members/friend, here it is the art makers and those who look at/experience the art) that play a role in what goes on in the FW. So cool.

this reminds me of the bookstore observation and the types of learning the students had there, as well as how people would react differently depending on what would happen.

This reminds me of elementary school science fair!

This idea reminds me a lot of Holland et. al. when they first introduced Figured Worlds (FW) as cultural worlds. That so much of what a person is has to do with what goes on in their predominant FWs and further, what makes sense in one FW (language, action, interaction) may make no sense in another - so we can't copy and paste actions/interactions/language/etc. from one FW to the next and expect it to explain anything.

LPP--students having natural conversations with their peers about important issues. Something that as adults is done often. Also reminds me a bit of a staff meeting.

Funds of knowledge reminds me of Bourdieu's social and cultural capital. But in his work, working class minority families would be looked at as having "low" social capital, but here we can see that the Sanchez family has a huge network that benefits all members of the family. I guess Bourdieu was looking more at the disadvantages these families might face (such as not the best schools, lack of access to better jobs, etc). But funds of knowledge allows us to look at this concept under another light--one that shows that these social connections do have power and meaning, just a different kind than is discussed in Bourdieu's work.

this is not sexy--it's normal until you take a closer look. It's also not european. Its a little animalistic, and not British--more of an eastern look. Reminds me of nigel thornberry

reminds me of that phrase "the empire on which the sun never sets", colonialism

This reminds me of Lady Macbeth "Out, damned spot..."

Could this be a snub on plagiarism? Reminds me of The Smith's song "Cemetry Gates" off the Queen is dead

I like this line a lot....for some reason it reminds me of being an innocent kid, daydreaming about space!

This statement is so true, it's almost frightening. I bring my laptop or cell phone everywhere I go because it holds everything I need. If I didn't have those photos, my e-mails, my Google calendar, any of the apps on my phone, I would be lost. Like you, three years ago I would not have cared if I lost my phone. But now it's a part of me. It reminds me of Transhuman with the hand extension with tools. Our iPhones/Androids are extensions of our hands that come with tools. Where will we be in ten years or even five? Will our machines no longer be extensions of us but actually a part of us like in Blindsight?

Reminds me of the apprenticeship example in LPP, and how it is important to learn from those around you. Octavia can show how much she's learned and how strong her identity is as a track member by replicating her coach's behavior as she teaches the elementary school students

Reminds me of the AA example. One cannot identity as a member of AA if the other members do not accept that person as a member. Similarly the track identity here is dependent on the coach.

This reminds me of a photo I saw circulating my FB feed a few years back... (not that I am endorsing this particular political party... Just goes well with this passage...)

This reminds me of Dan Gilbert)'s (and others) notions of the mind being a simulator.

Reminds me of the need for culturally responsive pedagogy - the teaching curriculum v. learning curriculum

Reminds me of the reproduction of social contexts from LPP

This kind of, only a little bit, reminds me of Billy Budd

this reminds me of the indians as spaniards and the animals as the indians in another certain case..

this reminds me of the peyote story

This reminds me somewhat of the "Primal" notion of play.

Reminds me of Gaiman's story about preserving the warnings about nuclear waste in Yucca Mountain, in his How Stories Last LongNow talk. In the end, the recommendation was to invent a culture.

Reminds me of the stories about Picasso and Lascaux.

It is a living standard, reminds me of HTML5 :-)

This is how they get them to convert they trick them into it, by deception.

This reminds me of Things Fall Apart.

This exchange reminds me of the lines in Rochester's Satyr: "Nor can weak truth your reputation save: / The knaves will all agree to call you knave."

This reminds me of the lack of preparation that the British experienced when they went to war with the American colonists. Europeans were used to a different types of warfare. Neat, organized, where people waited their turn to get killed. However, the land of south/ central/ north america allowed for guerrilla warfare. Hide and seek killing. Ok, rant over. It's no wonder the Spanish were so unprepared.

This reminds me of some of the plot of Things Fall Apart. Even though that one took place in Africa, their are similar conflicts that follow colonization

YES school is not just understanding how to math and how to write a paper but how to function inside an institution. How to be on time, how to talk to adults, how to work in groups, etc etc. Some kids come to school already understanding this concepts, and unfortunately, since these concepts aren't always explicitly taught, kids who come with out knowledge of them are left behind (reminds me of a book I read for another class, Unequal Childhoods) #inspired

everydayactivities

Reminds me of the people I saw using "team-work" to re-fill their metro cards (one person holding the money or wallet while other person pushed buttons)

Another connection to #resnick and the individual/shared cognition contrast between in-school learning and out of school learning. Reminds me of how often I look at other people and observe before I do something. For example, the first time I bought a metro card I watched other people do it first before I attempted. I do this a lot, and I would even say it was one of my most important survival techniques when I lived in Japan, and attempted #everydayactivities

Reminds me of Resnick's comment about on the job training: “although there is very little teaching, there is much learning” (p 17)--reminder that learning can occur all over, and outside of the traditional classroom #resnick

Jackson’s point here reminds me specifically of a time over the summer this year I was traveling. I was in an airport in Minnesota at a restaurant where every single table had two iPads attached. The waiter simply came over to tell me how to order on it, swipe my own card, and left.

I was upset because the app was confusing and I just wanted to order my food normally. The entire lunch i sat through at this restaurant while only communicating with the iPad made me realize how posthumanistic we already are. The fact that our world has already begun to lose the face-to-face interaction at a public restaurant is terrifying when looking to the future at how our world will be like in 2082.

Reminds me of Alcott's thoughts on the theatre and contagion.

Reminds me of The Coming Bachelor Girl because she suggested you stay independent and build your own success, instead of asking your family for money.

Reminds me of The I.T. Crowd - Do You Fell Stressed; I think there are similar gems throughout the episode.

This reminds me of something I heard in one of my classes long ago "Guys! We're English Majors, we can just totally bs it until it fits!"

Very good imagery. Reminds me of my astronomy class.

Reminds me of Ebonics and how that was a big issue with education and schools with funding as another language.

this reminds me of life as well from when you were a teen to early-mid 20's; life still happens with drama but it's just the way things are perceived that's different

de vaca has gone native (this story reminds me so much of The Heart of Darkness)

Reminds me of Bates' following the "red thread" of information.

Reminds me of what we were talking about in the context of DH In MITH's classes.

Reminds me of Saracevic's two camps: systems oriented, human oriented.

this reminds me of when people use chubble and try to make faces to send a message.

I think we should encourage that

This reminds me so much of Avatar. All I can think about is Avatar.

this reminds me of Zepllins

This reminds me a lot of cell phones and how they are just a complex metal and glass box with wires, they contain for most of us our entire life whether it be phone number of friends, or music we love, or pictures of people important to us. The room in the story contains nothing, yet she finds fulfillment in its ability to provide for her.

This reminds me a lot of Dewey's ideas of training vs. education:

"Without such formal education, it is not possible to transmit all the resources and achievements of a complex society. It also opens a way to a kind of experience which would not be accessible to the young, if they were left to pick up their training in informal association with others, since books and the symbols of knowledge are mastered.

But there are conspicuous dangers attendant upon the transition from indirect to formal education. Sharing in actual pursuit, whether directly or vicariously in play, is at least personal and vital. These qualities compensate, in some measure, for the narrowness of available opportunities. Formal instruction, on the contrary, easily becomes remote and dead—abstract and bookish, to use the ordinary words of depreciation. What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests." (Dewey, Democracy and Education, 1916, https://www.gutenberg.org/files/852/852-h/852-h.htm)

Reminds me of Dan Pink's TedTalk: The Puzzle of Motivation

I like it when she focuses on what the profession actually does, rather than staking out boundaries between the disciplines. Reminds me of Kirschenbaum's conclusions in What is digital humanities and why are they saying such terrible things about it.

Reminds me of infrastructure studies - how certain features slip into the background.

Reminds me of Eggers thoughts about the importance of recreating wheels.

This really reminds me of the struggle of Rand Al'Thor in book 12-13 of The Wheel of Time; perhaps Robert Jordan was influenced by this, as he mentioned sampling many religions for his writings.

People tend to ask this question a lot when dealing with any form of negativity. This reminds me of how a lot of people would prefer to remain ignorant in order to feel content with their own personal agenda. As long as it is not occurring in front of their eyes or they do not have to experience the situation themselves, it is not relevant to what they continue to deal with personally. There is this fear floating within the air that forces people to stay within their comfort zone and not even bother questioning what may linger on the other side.

Reminds me of Big Data.

facts - reminds me of wikidata's model based around claims

This reminds me of the Academy of Lagado in Gulliver's Travels (Gulliver's given a tour where people are seriously studying things that are blatantly ridiculous and pointless).

this reminds me of a term called "angel in the house" when i studied british literature and how in this time period women were supposed to have been this angelic example to the husbands as a sign of comfort as he exits the business world back into the domestic sphere.

The entire piece but this part especially reminds me of Margaret Atwood's "A Handmaid's tale," where the protagonist, Offred, is dictating her life in a dystopian-male dominated society where she is forbidden to read or write but does it anyway to record her life under an oppressive regime.

everything that has led to this line subtly reminds me of "the awakening" by Kate Chopin it is the same tale in a sense, a women clearly suffering from some form of mental anguish but also being forced into a compulsion like "talk about the house" because they aren't allowed to express any of their real concerns. It is quite a sad read up to this point, and it reminds me of Chopin because i had a similar feeling when i read that.

The narrator repeats the word creeping continually throughout the narrative. This reminds me of Feuds theory of the uncanny. In this case, the uncanny relates to feelings which seem familiar because they have been repressed, therefore the uncanny reflects something which is familiar in our unconscious, but as this feeling is repressed, it produces feelings of uneasiness because we do not understand it. Even in the narrators personal writing, she cannot truly reflect her unconscious desires to be free from the restrictions of being a woman during this time. The only way she can discuss her anxiety is by reflecting it onto the wallpaper, which allows her to delve deep into her unconscious, repressed desires. She feels familiarity in her being a woman and societies expectations which go along with this, such as getting married and having children. But she feels unsure about this as she is not content and happy with the life he has, even though by societies standards she should be happy. Therefore she is constantly feeling 'creepy'.

for some reason this line reminds me of "The Road Not Taken"

for some reason this line reminds me of "The Road Not Taken"

reminds me of the paths of life some have potential while others have less

This reminds me of Greek mythology, especially Leda and the Swan, which led to Helen, and then the Trojan War.

Reminds me of Peirce's idea of Abductive Reasoning.

Is evidence truly not doing anything? Reminds me of non-human actors in Latour.

This reminds me of Lee Shulman's (1986) "Those Who Understand: Knowledge Growth in Teaching" (worth a read)

this also reminds me of the popular tendency for people to say "i don't see color" because even as far back as Du Bois it is clear that color is present and one must be able to be seen and felt and still be fully validated in order for people to truly co exist. The idea that some people are colorblind is bogus and really rather racist in its own annoying way.

reminds me of peter pan...native american stereotypes galore

This also reminds me of the bible, to some degree. It reminds me of the garden of eden, and the serpent. The dog being the serpent.

This reminds me of the little boy who cried wolf and the three bears stories.

Reminds me of the recent push for GLAM thinking.

Also reminiscent of God's power coupled with His gentleness, and the praying.

This section also reminds me of Jesus. First of all the baby against the frame, reminds me of a baby Jesus being held against the Virgin Mary maybe? Then further the dynamo being a symbol of ultimate energy but was "not so human as some." In Christianity, Jesus is the symbol of God's ultimate energy in human form.

Reminds me of Khulthau's uncertainty principle.

The entire desolate, bleak surroundings of this poem reminds me of T.S Elliot's 'The Waste Land'.

The text has heavy words with powerful objectives that create an image of an industrial environment. An industrial place creates an image of weariness where people are working hard and doing their jobs - whether to provide for their families or make a living. And an industrial environment can be dark and smog-like due to chemicals in the area or the vehicles, etc. This environment is a sense of negativity and loss of hope. And for whatever reason, this "Lion" grows off this negativity and loss of hope.

"Lion" is capitalized. When something is capitalized it is either a name or pertaining to a god. In a biblical perspective, this reminds me of the "Lion of Judah," who in the Holy Bible in Revelation 5:5, is described as Jesus Christ.

reminds me of how i have to purposely mispronounce asian names bc my friends tell me im pronouncing accurate chinese names wrong

The retrospective tone of this article reminds me of Ethan Zuckerman's "The Internet's Original Sin from the Atlantic.

And the whole "caught in the net" thing of course reminds me of:

This is reminds me of a previous reading in which the author claimed that students had greater comprehension with real world texts (news papers, brochures, signs). If students understand the purpose for reading, it can help them comprehend and act as a motivator.

This reminds me of guided reading and anchor charts

Reminds me of Vygotsky: scaffolding, ZPD, social-learning

This reminds me of The New London Group's Multiliteracies manifesto in which they argue that changing technology and visible diverse communities requires a new approach to literacy education. We have to train students to be adapters to diverse social and learning contexts. Seems that MOOCS is one way to make this possible.

Reminds me of Maslow

Extend: Synthesis is referred to as being "greater than the sum of its part", which reminds me of the TPACK framework and the sweet spot (the point where all three parts are synthesized). All the other tools described (perceiving, patterning, abstracting, embodied thinking, modeling, and deep play can be directly linked to one or more parts of the TPACK framework and can be used as teaching strategies to help educators better understand how to use TPACK in their own areas.

Connection: This reminds me of the Maker Movement which allows the creation of new concepts and ideas by "thinking out of the box".

✔ Reminds me of Words Onscreen and whether or not it will be relevant in five years.

Reminds me of the person in an affluent neighborhood who tells the newsperson reporting on a murder or robbery, "This doesn't happen here...it's a good neighborhood!" I'm always appalled at the implication - that violent crime is somehow okay in other, "bad" neighborhoods. I think, though, one of the underlying messages of Coates's piece is that this comment is white privilege distilled: the belief that tragedy and suffering is intended for other people. I think, perhaps - while I am right to deplore and call attention to the harmful implications of the person on the news - I need to remember the advice of Matthew 7:3, that is, not to ignore the log in my own eye while focusing on the speck in another's.

Reminds me of the destruction of the indigenous people of the Americas. Pope Francis recently apologize for the church's crimes but also promotes the canonization of Junipero Serra, who was the architect of the enslavement of indigenous people in California.

This reminds me of the incident during the Baltimore Uprising in April where Toya Graham beats her son. Stacey Patton wrote about this:

The kind of violent discipline Graham unleashed on her son did not originate with her, or with my adoptive mother who publicly beat me when I was a child, or with the legions of black parents who equate pain with protection and love. The beatings originated with white supremacy, a history of cultural and physical violence that devalues black life at every turn. From slavery through Jim Crow, from the school-to-prison pipeline, the innocence and protection of black children has always been a dream deferred. http://www.washingtonpost.com/posteverything/wp/2015/04/29/why-is-america-celebrating-the-beating-of-a-black-child/

Again, this reminds me of the connection that Jeremy made to Frederick Douglass's 1841 speech about the 4th of July.

This reminds me of the UDL class I had taken as part of the special education program at MSU. It focused on giving students choice in learning and giving them multiple ways to access the information.

This reminds me of how when I was young I would try and read in class without making any mistakes.

Thanks again for this Doug and for giving me the excuse to use hypothes.is in anger for the first time.

I've never been bitten by the blogging bug but can imagine myself sprinkling notes/snipperts/snarks all over the web.

Reminds me of that Steven Wright gag:

"I have the world's largest collection of sea shells. I keep it scattered on beaches all over the world. Maybe you've seen some of it..."

The basic human need of belonging appears to be met without commitment? Reminds me of Sherri Turkle:

We're lonely, but we're afraid of intimacy. And so from social networks to sociable robots, we're designing technologies that will give us the illusion of companionship without the demands of friendship. We turn to technology to help us feel connected in ways we can comfortably control.

If this is the intent of coming together online then research and theory has little place in such frames of reference. What matters is that the group validates me and tells me I belong to something special and durable?

We want to share and need phenomena to connect. This reminds me of Jim Groom's concept of a pedagogy of triggering events. He believes these special events promote online presence when teaching online.

Reminds me of the medieval texts like "wonders of the east" where "otherness" is mystified and monstrous.

Reminds me of an article by J.G. Harris The Smell of Macbeth where he writes about use of stage direction and specific odors that complemented different scenes--sulfury smells of burnt rosin powder to suggest hell. Shakespeare Quarterly, Volume 58, Number 4, Winter 2007, pp. 465-486 (Article)

This reminds me of Hakim Bey's Temporary Autonomous Zone, but from a different angle. Instead of occupying it centers on removing authority from. http://hermetic.com/bey/taz3.html

This reminds me of our Monday discussion of Spinoza re: how expanded "scientific understanding" changes (or doesn't change) sensory experiences.

This passage reminds me of Lyotard's introduction to The Inhuman, and this Onion article.

This might be something to think through further. Reminds me a bit of Spinoza, but I can't quite articulate it.

Common connection between smell and memory - reminds me of Rachel Herz's work on cognition and olfaction.

Reminds me of Stuart Kauffman's notion of "order for free" and autopoesis of self-organizing systems. Interesting.

This passage reminds me of Eve Sedgwick's essay on reparative reading.

This argument reminds me of Miegakure, a four-dimensional game I can't understand but enjoy trying to.

Reminds me of Yvon Chouinard and Patagonia

This talk about "diameter" reminds me of Burke's notions of "circumference."

This would suggest that a portfolio is a means of self-expression. Students should be encouraged to show who they truly are through a portfolio.

So I was just looking at a folder of work that a seventh grader wants to use in her portfolio. She came to me asking me to "approve" of the work. "Is this good enough for my portfolio in Independent Reading?"

It wasn't easy to get her to understand that I wasn't going to give approval or disapproval, and instead I asked her in as many was as I could think of to show me how the work show us something important about her ability to "have conversations online" (as our competency states) about her reading. Or more generally, I said, "Okay, so here are three responses to short stories that you have first drafts of. You do need to finish them, and as you do, think about what you want these to show about your unique, thoughtful ways of responding to literature."

We have work to do. But Mary Diez's metaphor here reminds me of how important it is to return the power of the portfolio to the student. It's not my approval of the work that matters, it's the student's ability to recognize and articulate her own sense of why this work matters, how it shows something important about herself.

Fabulous tool and practice. Good for discussion in the DHSI Digital Indigeneity course in June. Reminds me of early work First Nations groups did with Google Maps in support of Treaty Land Entitlement claims.

I love the juxtapositions of words here. I love the notion that a river could forcefully move a continent. And that this "movement" could have both emotional and physical registers. Reminds me of the Carole King lyrics:

I feel the earth move under my feet<br> I feel the sky tumbling down, tumbling down<br> I feel my heart start to trembling<br> Whenever you're around

Reminds me of the opening of William Gibson's Neuromancer:

The sky above the port was the color of television, tuned to a dead channel.

in the CI context, the abbreviation CP reminds me strongly of a Capture Probability (or Capture Percentage) of a single CI (see Cumming & Maillardet, 2006). Perhaps better not to abbreviate?

Not to make light, but this reminds me of how Max Fisher viciously destroys and then subsequently saves the Latin program at Rushmore:

https://www.youtube.com/watch?v=HtAHucR--s0

Yes!!! Reminds me of this quote from Graeber's "Democracy Project": https://instagram.com/p/tjcYY9Og32/?taken-by=tilgovi

Reminds me of Gee's Cycle of Reflective Inquiry

Not original, but it bears repeating. It reminds me of Walter Lippmann's argument of yore that the 20thC world has gotten too complex and interconnected for a given citizen to comprehend it. So he wants there to be a technocratic elite that digests the world for the rest of us. Zuckerman points out how the 21stC is doubling down on the fragmentation, instead, creating strange individualized filters to create a (false) sense of order that is idiosyncratic to each consumer of media.

This reminds me of the retweet feature.

This reminds me of the retweet feature.

beautiful way to look at things. reminds me of the 10-10-10 strategy.

Reminds me of how controversial the shift to the Common Core is, and that doesn't come close to the kinds of structural change involved in switching to a mixed model.

I think we all get this feeling from time to time, and yet we learn more about ourselves and the world by pushing up against limits and fears. I think. I may have blanked on that. Your story reminds me a similar story, but mine involved a waterfall in upper Maine, where I finally climbed to the top and froze ... and remained frozen in place (I couldn't even find the mindset to climb down the way I climbed up). Finally, after close to 30 minutes (with friends yelling at me), I jumped. Once. I jumped once. But I jumped.

a comment from this blog

Reminds me of Taylor Mali: What Teachers Make. Or you can just listen to the relevant snippet here: Let's Be Honest

Interesting use of emphasis by the writer here, writing about someone writing about writing. This simple observation reminds me of the complexity of translating our written text, as we hear it in our heads, to someone else reading, outside of the context of what we write. I wonder if Pinker ever thinks about this ... probably

I like this ending for the page, it seems in the spirit of the fellowship. And reminds me of Seth Godin's post "What 'no' means" - http://sethgodin.typepad.com/seths_blog/2013/11/what-no-means.html

Nice! Collapsing the notion of the local, tying species to the tastes of distant consumers. Ex. Parisian fashion trends and the beaver pelt cap. Reminds me of William Cronon's Chicago hinterlands in Nature's Metropolis (1991).

This tension reminds me of Friedman's consideration of "will." Part of the sign of the credible threat was the clear willingness to use it when pressed, which led to the "rationally irrational" stances that occurred within deterrence exchanges. So the tension between sign and peaceful intentions is further complicated by the tension between credibility and will.

Small, fragile, and tenuously suspended and preserved, encased in ignorance, by the same substance, ego, source of good and ill. It reminds me of the fable of a woman hanging from a cliff by a thin reed, tigers above and tigers below, and spying a ripe strawberry plucks and savors its sweetness, as a parable for life.

This reminds me of Plato, and illusion of what is real but not the real knowledge.

Here he differs from our earlier readings. Suggests genius is not a part of us but a product. It reminds me of Gladwell's book Outliers.

BFoddy is human too! Reminds me a lot of my undergrad years.

Interesting. This reminds me of a previous comment I had made on Gorgias' style in Econium of Helen. I made mention that his word choice had aroused suspicion. I wonder also if it was 'metrical', lending to its artificial appearance.

This reminds me of Socrates in Plato's "Gorgias." Except that he advised people to only partake in things that make them happy because they are good or beneficial and not to partake in things good/beneficial because they make the person happy (or something along those lines).

Reminds of me Isocrates in a strange way. He spoke against the Sophists in that they didn't have a complete knowledge of things teachable. Yet even with a complete knowledge there still isn't a way to reach everyone in your audience. Persuasion without disclosure of complete knowledge seems to win out.

This reminds me of "MC versus rapper". "An MC is a representative of Hip-Hop culture. A Rapper is a representative of corporate interests. An MC can be a rapper, but a rapper will never be an MC." -KRS ONE

This reminds me of how underpaid and under-appreciated teachers are. I realize they are completely different situations (and I believe teaching is one of the most important professions!), but the language is similar to the debate about teachers. Everyone agrees they are important, but it's difficult to get good teachers because of the terrible pay. The difference here of course is that many people decry the Sophists as not important. But what the people say about Sophists feels like how teachers are actually treated in our educational system.

Reminds me of the American Dream....

Reminds me of Section VI in Dissoi Logoi.

This reminds me of the Old Testament: "To every thing there is a season... A time to kill, and a time to heal; a time to break down, and a time to build up."

This entire section arguing for the relativism of good and bad (and most of the entire article) reminds me of sophist philosophies.

Reminds me of the series "Taboo." Acceptability and the norm vary from culture to culture. This hits on the earlier point of "One man's trash is another man's treasure." One man's gift piano is another horse's mouth."