https://matthew-van-der-hoorn.notion.site/matthew-van-der-hoorn/Book-Reading-bc745728387b4369b5b63739292c9ce7

van der Hoorn's suggestions for reading

• for: further inquiry, unpack, self-other entanglement, dual, nondual
• paraphrase
  • Our real challenge, perhaps, is in relearning what the “collective interest” actually means,
  • and why it is so important,
  • and how we got to this perverse situation
    • where we have such monstrous distrust of each other,
    • and of collectives in general,
    • that we have assumed that, somehow, 7.8B people acting in their
      • isolated
      • individual,
      • personal, and often
      • trauma-influenced
    • self-interest,
    • will somehow be synonymous with an optimal collective interest.
• comment
  • it points once again to a deeper understanding of the relationship between
    • self and
    • other
    • and their entanglement

• for further inquiry, unpack

• for: further inquiry, unpack

Auto pilot questions for silencing thoughts - are my thoughts useful? - how do they behave?

This kind of speaks to having awareness, and the ability to neutralise thoughts, using self-inquiry (not destroying thoughts, as Eckhardt Tolle does seem to suggest)

To be processed

The author, Rediscovering Analog, reads a book at least twice, usually. He first reads it mainly for pleasure, just to enjoy it and to see what's in it. During the second time, if applicable, he goes through the book using intellectual (or learning) systems and methodologies to extract value from the book.

The first pass, which the author terms Scouting, is thus namely for enjoyment, but keeping in mind what might be valuable or interesting that will be valuable in the future, basically an unguided open ear. He has a list of scouted books in each section of the Zettelkasten that might be relevant to the section. What he does is have a stack of physical cards there with just the name of the book and the author, without anything else. Then when author proceeds to extract value from the book, he takes the card out and puts it in the respective book. Afterwards throwing this particular card into the trash. It's a form of the Anti-Library.

( Personally, I would include an appropriate reading cost and a level on Adler's hierarchy of books. In addition, I would make sure that my process of orientation, in the Inquiry-Based Learning framework, has been completed before I put it as a book within the Anti-Library. )

This may not be the most efficient for the purpose of acquiring value, but efficiency is not all there is. Enjoyment is a big part of intellectual work as well, as Antonin Sertillanges argues in his book The Intellectual Life: Its spirit, methods, conditions, as well as Mihaly Csikszentmihaliy in his book Flow.

Test Twitter Annotation

Throughout reading the research, there is a focus on very young children (under 4 years). As a secondary teacher, I've been thinking about applications of this idea in my social studies and english classes, settling on inquiry and project based learning. This kind of student-centered activity provides scaffolding, but encourages students to review new information, "experiment," and adjust their conclusions based on the information they have.

For the intellectual worker, an Antinet can be used to keep track of such questions and the thought-lines corresponding to these questions.

How have I never seen these ideas brought together like this? I love it so much?

lack of common learning goals among the student

1. This problem is known as Meno’s paradox (Plato, Meno 80e, Grube translation).

Meno's paradox: If you know what you're looking for, inquiry is unnecessary. If you don't know what you're looking for, inquiry is impossible. Therefore, inquiry is either unnecessary or impossible.

I had not heard of Appreciative Inquiry before. It's a lovely phrase. https://appreciativeinquiry.champlain.edu/learn/appreciative-inquiry-introduction/

People’s Covid Inquiry: Impact of covid on frontline staff and key workers—The BMJ. (n.d.). Retrieved September 1, 2021, from https://blogs.bmj.com/bmj/2021/08/27/peoples-covid-inquiry-impact-of-covid-on-frontline-staff-and-key-workers/?utm_campaign=shareaholic&utm_medium=twitter&utm_source=socialnetwork

Martin McKee: What did we learn from Dominic Cummings’ evidence to MPs on the covid crisis? - The BMJ. (n.d.). Retrieved May 29, 2021, from https://blogs.bmj.com/bmj/2021/05/26/martin-mckee-what-did-we-learn-from-dominic-cummings-evidence-to-mps-on-the-covid-crisis/?utm_campaign=shareaholic&utm_medium=twitter&utm_source=socialnetwork

Oliver, D. (2021). David Oliver: A vision for transparent post-covid government. BMJ, n1123. https://doi.org/10.1136/bmj.n1123

ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 1 March 2021, from https://twitter.com/SciBeh/status/1351197475282022404

ReconfigBehSci on Twitter: ‘@timcolbourn alongside dubious relationships with parties that in other contexts would require declarations of interest or that have independent hallmarks of being bad faith actors’ / Twitter. (n.d.). Retrieved 3 March 2021, from https://twitter.com/SciBeh/status/1351197722104258560

Ross, L. (2020). How Intellectual Communities Progress. PsyArXiv. https://doi.org/10.31234/osf.io/k6yux

The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.

Rating: 8/10

collaboratively identify interest and a question search and sift through information critically evaluate information (credibility and usefulness) Synthesize what they have learned from multimodal sources Online content construction

Starominski-Uehara, M. (2020). Mass Media Exposing Representations of Reality Through Critical Inquiry [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/vz9cu

Landler, M., & Castle, S. (2020, June 26). For Boris Johnson’s Science Advisers, Pressure, Anxieties and ‘Pastoral Support.’ The New York Times. https://www.nytimes.com/2020/06/26/world/europe/sage-britain-coronavirus-ferguson.html

Wilson, C. (2020, June 15). The Lancet’s Richard Horton calls for international pandemic inquiry. New Scientist. https://www.newscientist.com/article/2245978-the-lancets-richard-horton-calls-for-international-pandemic-inquiry/

editor, R. M. D. political. (2020, June 5). UK experts call for coronavirus inquiry to prevent deadly second wave. The Guardian. https://www.theguardian.com/politics/2020/jun/05/uk-experts-call-for-coronavirus-inquiry-to-prevent-deadly-second-wave

Powerful question; I appreciate this reflective stance in response to student comments and questions.

Impact of staffing cap

The impact of staffing caps has been highlighted by numerous commentators and almost certainly plays a significant role in putting pressure on the planning workforce.

Staffing cap recommendation

That government review NDIA data to determine if there are staffing issues limiting the number of planners relative to the demand for plans. If this is the case, we argue that government should relax staffing caps.

Recommendation to lift staffing cap

The NDIA to lift the staffing cap to employ more NDIA planners and ensure NDIA planners are always used for participants with complex disabilities and/or lives. Where a LAC is the NDIA representative in a planning meeting, these LACs need to ensure they are trained and encouraged to work towards understanding individual needs and goals as opposed > to pre-empting needs based on disability type and therefore misrepresenting the actual needs of the participant.

Recommendation to increase staffing cap

Increased staffing cap to enable NDIA Delegates time to get Plans correct initially

5 Cs

summary

The benefits of using Internet Inquiry are exploring real-life problems and improving online reading comprehension skills at the same time.

process vs. product (result) Internet Reciprocal Teaching Phase 3: Student-Centered Learning

So true! I often feel the same way. I'm expected to do things that I've never learned and use tools that I'm not familiar with. On one hand, this is part of life and it is great if at one point in our life we learn to put aside our discomfort, feel comfortable or even excited to "step out of our comfort zone", but on the other hand, if we are giving out assignments, it is important to be aware of where our students are, what they know and what tools they capable of using.

combination of TPACK and SLO for the IIP.

important distinction; students can understand these simpler vocab words that essentially mean the same thing.

1. students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
2. students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
3. Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.

IIP lines up with PBL

I think this is crucial. This intrinsically motivates students to be curious and conduct proper research.

IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.

citizen science

The perfect word I was searching for. Cute diagram too :)

What would an urban youth think about? My guess: tourism, transportation, health, education, entertainment, police, government. I looked it up here: http://blogs.worldbank.org/sustainablecities/top-ten-new-urban-jobs I would add construction and service to my list, and technology.

5 phases of internet inquiry: useful list

A good website option to give students for online collaborative inquiry (when having students research, list this website)

Collaborative annotation can be used to scaffold self-directed learning, providing a means for a student to explore their own interests and provide evidence of that activity, and enabling teachers to monitor and interact with these knowledge pathways.

Collaborative annotation and independent inquiry: students reading what they're interested and annotating; teachers following along in the process through activity pages.

I really like this because even though we have to cover certain content that aligns with state standards, students can still have a say in what they learn. In studying a particular topic, we can ask "What part of this most interests you? What should we learn more about within this topic of study?" And students can pick a driving question that most interests them.

Response piece "No Surprise The Young Don't Support Lock-Out Laws" (31 Aug 2016) at Stony Roads mentions this statement.

There are some terrible personal opinions in this article that really push a tired and very under constructive rhetoric.

'Those crying the loudest to stop the lock-out laws fail to provide an adequate alternative'.

This quote alone shows a lack of research into Matt Barrie's 70 page submission, any consideration into the views of the people who went to the effort of writing 1 of the 1,856 submissions to State parliament, or simply the lack of effort to type in google, 'alternative solutions to lockout laws'.

The reference to "Matt Barrie's 70 page submission" can be supposed as that included in the article posted by Matt Barrie on LinkedIn, "The death of Sydney's nightlife and collapse of its night time economy" (03 April 2016), submission titled "A Detailed Submission to the Callinan Inquiry on Liquor Laws". That submission/article is mainly about the circumstances under which the lock-out laws were proposed and enacted, as well as the results of those laws so far (with considerable detail on political and statistical manipulations and misrepresentations), and not so much about providing alternatives, however it does suggest that the lock-out laws themselves are far from an adequate solution.

Note that Matt Barrie's submission was covered fairly well by the SMH in their own article, "Sydney lockout laws a dismal failure, Matt Barrie writes in 70-page submission" (04 April 2016). The article by Jennifer Duke this annotation is for is, by stark contrast, little more than anecdotal or purely "personal opinion".

The group named Keep Sydney Open is probably representative of "those crying the loudest", having organised public rallies attended by many thousands of people (estimates of 10,000 to 15,000). The Huffington Post interviewed spokesperson, Tyson Koh, for the article "Sydney Lockout Laws Have Had A 'Massive Effect' On Community, Jobs" (13 Feb 2016):

Koh pointed to a number of alternate strategies used in places like New York, Vancouver and Amsterdam to combat late-night violence.

Twenty four-hour public transport, more visible policing in nightlife precincts, staggered venue closing times and introducing later dining and retail hours all had merit, he said.

"There's a lot of things that are available to us that will improve safety and enable people to go out to all hours."

Given my interest in inquiry and the use of questions, I wonder if Coates would say the same about school, that it transforms "every ordinary day into a series of trick questions," and (I fear) "every incorrect answer risks a beat-down" -- even if it's just humiliation and bad grades.

(I know this is an aside... but maybe it isn't.) Just in case anybody needed a definition of "inquiry," these sentences would do just fine. I know it can seem like too much to ask of youth, but I think we can find ways to help them to find the question they have been asking all of their lives, just like Coates's question here: "unanswerable, which is not to say futile." How different that is from finding a "researchable question."

This is what we need in our teaching with other 15 year olds. In our curriculum, do we have a strand... maybe a stance... a readiness... an ill-formed set of prompts... an inquiry at the ready... that also says: We are teaching http://youthvoices.net/blacklivesmatter (as one example -- thank you Renée Watson) because this was that year that you saw...

I like that he is taking us on a journey of this sadness becoming more clear or perhaps he is just noticing the times when it comes up.