9 Matching Annotations
  1. Feb 2016
    1. So, I turn the question back on you – given that education can mean ‘leading out’, given that we can be with Freire and want to empower our students for action – how and why do you use technology in your teaching and learning? 

      Thank you so much for letting this powerful light shine out from you and your blog. As I got to the end I was looking at the word 'ludic' and seeing 'lucid' which sent me to the OED and the word 'eludicate'. The word has come to have an unhappy teaching context for me. It means to shine a light on something, but its original Latin sense is "late L. ēlūcidāt- ppl. stem of ēlūcidā-re, f. ē out + lūcidus bright." I see elucidation as an inner act, a drawing forth of the inner light that we all have. It is not what I do as a teacher that matters so much as what our learners do, how they shine. Insofar as I determine that with tech and systems and testing, then I am not teaching, I am not helping my learners shine their own lights and light their own ways in the world. I really believe that in my shared learning spaces. It makes me crazy and ill sometimes when I fail. Really crazy, but it seems like I am in good company here.

    2. and to write themselves as they develop their own voice and power negotiating the arcane and exclusionary practices of HE

      When I taught secondary school for ten years, the metaphor that ruled my attempt to be a counterveiling force subverting this instrumental status quo was the parallel track. In my classes I was laying down a set of parallel tracks next to the existing ones. My tracks didn't go anywhere. They were a respite, a haven from the stormy madness of testing and grading and all that lot. It was a respite, but I do believe the assertion that in a sick system no one is well. I see this growing all the time at the university level. The saddest part of this is that the students come to me programmed to be strategic instead of ludic. They all but tell me, "Just tell me what to do." They hate the idea of play in the classroom. Hate it. It is a flat miracle that some of them unlearn this when they realize that I won't punish them for playing with the work.

    3. valorisation of what is called education at the expense of learning, joy and growth.

      the triumph of instrumentalism, of the schizophrenic idea that learning can serve both fear and joy. It can't.

    4. To be a learner today is to live in a world designed by high-functioning socio-paths:

      Image Description

      Now this is dangerously playful idea. And what we want is high functioning empaths. It is a dangerous place to live for empaths. In fact no matter how much we want to play, there are those authoritarians who keep demanding that we put up our legos as childish things. I think that play is connection: genetically, neuronally, socially, and pragmatically. To adapt Rousseau, humanity is born free to play, but everywhere they are chained.

    5. collaboratively

      I agree that collaboration can be play, but is it necessarily so? I have had some pretty unpleasant drudgery that was a colabor.

    6. How can education facilitate action – especially by the previously powerless? Viz. Freire (http://www.freire.org/paulo-freire/).

      Do you wonder that this instrumentalism, this idea that learning is a tool is just as much a worry that learning is behaviorally and technologically determined? Maybe that is what you are hinting at in your title?

    7. the play-to-learn opportunities) into education?

      Is play2learn a separate entity to be developed or is it integral or even a core 'crystal' from which all good learning grows. The lesson from children is that play is at the core of language and physical movement.

    8. offers you access to the Banana Song -
    9. Can we harness technology for ludic and emancipatory practice?

      Can we use tech to be playful and free? I can and I do, but if I couldn't and it didin't then I shant.