13 Matching Annotations
  1. Oct 2019
    1. “To measure the head, the height, etc., does not indeed mean that we are establishing a system of pedagogy, but it indicates the road which we may follow to arrive at such a system, since if we are to educate an individual, we must have a definite and direct knowledge of him.”

      This is obviously done incorrectly in schools nowadays, referring to the large class sizes and common core putting restrictions on mostly everything. This raises the question, though, does homeschooling produce a better pedagogy? Or is it dependent on the specific educator?

    2. But in spite of all these tendencies, Scientific Pedagogy has never yet been definitely constructed nor defined. It is something vague of which we speak, but which does not,[Pg 2] in reality, exist. We might say that it has been, up to the present time, the mere intuition or suggestion of a science which, by the aid of the positive and experimental sciences that have renewed the thought of the nineteenth century, must emerge from the mist and clouds that have surrounded it.

      It is interesting to think about the hugely varying ideas that restrict the existence of a Scientific Pedagogy. Not even those that oppose each other through a research standpoint, but also those that are constrained by religious beliefs.

  2. Feb 2019
    1. Firmness and strength of Mind ·,_ 1 • ..will carry us thro all these little persecutions,, ..... ..-orrt ... • h' h . r • • w 1c may create us some uneasiness 1or a.. .t...t 0r while, but will afterwards end in our Glory and-....:� Triumph.

      I think it's important to note that the words Astell is using are not unusual or incredibily difficult to understand -- they are, in fact, pretty conversational, and don't seem pretentious or alienating. She's working with her audience.

  3. Jan 2019
    1. For, as Seneca points out, when one writes one reads what one writes, just as in saying something one hears oneself saying it. The letter one writes acts, through the very action of writing, upon the one who addresses it, just as it acts through reading and rereading on the one who receives it.

      Words, doing their thing: doing.

  4. Nov 2017
  5. Mar 2017
    1. Who am I? I am "doing" French history.

      This is fascinating! What an excellent articulation of the self. I'm willing to bet that I'm going to be using the "embodiment" tag a fair number of times in this text, and this is a great place to start.

      Here, Cixous is already recognizing that her "self" is at least partly a racially, historically, and politically situated body. Simply by being the rhetor she is, she is actively "doing" French history by participating in the public sphere. It may not have been as dangerous for her as it was for Douglass or Palmer or Stewart, but much of what she had to say was still revolutionary, and her body is an important part of that revolutionary performance.

  6. Feb 2017
  7. Jul 2016
  8. Feb 2016
    1. The author almost realized the much more important conclusion of the fact he lived. He shouldn't conclude the article by asking "what is the purpose of studying maths?" and then giving an three stupid answers.

      He should have asked: is this actually "knowledge" as they say academia brings to society? Is the money researchers earn being well spent? Did I actually deserve to be remunerated by this piece of work no one understands -- and, in fact, no one has read except for maybe three people?

  9. Oct 2015
    1. In other words, for the foreseeable future, the urbandisenfranchised are trapped in the structural web of the current capitalistsystem and the states that uphold it.

      Instead of reading the authour just restate questions and paraphrase, I'd like to read his proposal of solutions or an argument of how these questions could be answered/issues fixed.

  10. Aug 2015
    1. Hands on

      This might be the most explicit link to constructivism and constructionism. Not only is it about “learn by doing”, but it’s about concrete action in the physical world. Can’t help but find it limiting and restrictive to mention “3D Printing” as the main component. After all, FabLabs got started without 3D printers and the Maker movement has a lot of stuff which has little to do with 3D Printing. But it’s hard to argue that 3D Printing haven’t attracted attention, in the past couple of years. Sexier than laser etching? As Makers often point out, there’s a lot in the movement which is really very similar to what was happening in shop class. Though the trend may sound new, it’s partly based on nostalgia. A neat aspect, though, is that much of it can happen through learners’ projects cutting across class boundaries. Sure, we’ve known about project-based learning for a while. You do a project for a class or a series of classes. But how about a personal pathway (cf. “individualism”, above) through which learners add learning experiences around a central project? Learning Circles can make that into something really neat.

  11. Oct 2013
    1. The ambitious man does wrong for sake of honour, the quick-tempered from anger, the lover of victory for the sake of victory, the embittered man for the sake of revenge, the stupid man because he has misguided notions of right and wrong, the shameless man because he does not mind what people think of him; and so with the rest -- any wrong that any one does to others corresponds to his particular faults of character.

      Types of people who commit wrong-doings. It is interesting because they all do the same things but for drastically different reasons.