26 Matching Annotations
  1. Oct 2019
    1. You must bring into the ark two of every kind of living creature from all flesh,male and female, to keep them alive with you.

      God granting humans the responsibility of caring for animals

    2. 3:17But to Adam he said, “Because you obeyed your wife and ate from the tree about which I com-manded you, ‘You must not eat from it,’ cursed is the ground thanks to you;in painful toil you will eat of it all the days of your life. 3:18It will produce thorns and thistles for you, but you will eat the grain of the field. 3:19By the sweat of your brow you will eat food until you return to the ground,for out of it you were taken; for you are dust, and to dust you will return.”

      God punishing humankind

    3. To the woman he said,“I will greatly increase your labor pains;with pain you will give birth to children.You will want to control your husband,but he will dominate you.”

      God giving out punishment after realizing the "wickedness" of human kind

    4. Then the Lord God made a woman from the part he had taken out of the man, and he brought her to the man. :3 Then the man said,

      God creating mates

    5. “It is not good for the man to be alone. I will make a compan-ion for him who corresponds to him.”

      God creates companions for humankind

    6. The Lord God took the man and placedhim in the orchard in Eden to care for it and to maintain it.

      God trusting man with maintaining animals

    7. 8: “While the earth continues to exist,planting time and harvest, cold and heat, summer and winter, and day and night will not cease.”

      Compare to J Source

    8. 8:0Noah built an altar to the Lord. He then took some of every kind of clean animal and clean bird and offered burnt offerings on the altar.8:1And the Lord smelled the soothing aromaand said to himself, “I will never again cursethe ground because of humankind, even thoughthe inclination of their minds is evil from child-hood on. I will never again destroy everything that lives, as I have just done.

      Compare to J Source

    9. 6:5 But the Lord saw that the wicked-ness of humankind had become great on the earth. Every inclination of the thoughts of their minds was only evil all the time.6:6 The Lord regretted that he had made humankind on the earth, and he was highly offended.6:7 So snTheHebrewverbtranslated“saw”(רָאָה,ra’ah),usedhereofGod’sevaluationofhumankind’sevildeeds,con-trastswithGod’sevaluationofcreativeworkinGen1,whenheobservedthateverythingwasgood.tnThenounיֵצֶר(yetser)isrelatedtotheverbיָצָר(yatsar,“toform,tofashion[withadesign]”).Hereitreferstohumanplans or intentions (see Gen 8:21; 1 Chr 28:9; 29:18). People hadtakentheirGod-givencapacitiesandusedthemtode-viseevil.Thewordיֵצֶר(yetser) became a significant theologi-calterminRabbinicliteratureforwhatmightbecalledthesinnature–theevilinclination(seealsoR.E.Murphy,“Yeserinthe Qumran Literature,” Bib39[1958]:334-44).tnTherelatedverbהָשָׁב(hashav)means“tothink,tode-vise,toreckon.”Thenoun(here)referstothoughtsorcon-siderations.tnHeb“hisheart”(referringtocollective“humankind”).TheHebrewtermלֵב(lev,“heart”)frequentlyreferstotheseatofone’sthoughts(seeBDB524s.v.לֵב).IncontemporaryEnglishthisistypicallyreferredtoasthe“mind.”snEvery inclination of the thoughts of their minds was only evil.Thereishardlyastrongerstatementofthewicked-nessofthehumanracethanthis.Hereistheresultoffallingintothe“knowledgeofgoodandevil”:Evilbecomesdomi-nant,andthegoodisruinedbytheevil.tnHeb“alltheday.”snTheauthorofGenesisgoesoutofhiswaytoemphasizethe depth of human evil at this time. Note the expressions “everyinclination,”“onlyevil,”and“allthetime.”tnOr“wasgrieved”;“wassorry.”IntheNiphalstemtheverbנָחָם(nakham)cancarryoneoffoursemanticmeanings,depending on the context:(1) “to experience emotional pain orweakness,”“tofeelregret,”oftenconcerningapastaction(see Exod 13:17; Judg 21:6, 15; 1 Sam 15:11, 35; Job 42:6; Jer 31:19). In several of these texts כִּי(ki,“because”)intro-ducesthecauseoftheemotionalsorrow.(2)Anothermean-ingis“tobecomforted”or“tocomfortoneself”(sometimesby taking vengeance). See Gen 24:67; 38:12; 2 Sam 13:39; Ps 77:3; Isa 1:24; Jer 31:15; Ezek 14:22; 31:16; 32:31. (This secondcategoryrepresentsapolarizationofcategoryone.)(3)Themeaning“torelentfrom”or“torepudiate”acourseofactionwhichisalreadyunderwayisalsopossible(seeJudg2:18; 2 Sam 24:16 = 1 Chr 21:15; Pss 90:13; 106:45; Jer 8:6; 20:16; 42:10). (4) Finally, “to retract” (a statement) or “to relentorchangeone’smindconcerning,”“todeviatefrom”(a stated course of action) is possible (see Exod 32:12, 14; 1 Sam 15:29; Ps 110:4; Isa 57:6; Jer 4:28; 15:6; 18:8, 10; 26:3, 13, 19; Ezek 24:14; Joel 2:13-14; Am 7:3, 6; Jonah 3:9-10; 4:2; Zech 8:14). See R. B. Chisholm, “Does God ‘Change HisMind’?”BSac 152 (1995): 388. The first category applies here because the context speaks of God’s grief and emotion-alpain(seethefollowingstatementinv.6)asaresultofapast action (his making humankind). For a thorough study of thewordנָחָם, see H. Van Dyke Parunak, “A Semantic Survey ofNHM,”Bib 56 (1975): 512-32.tnHeb “andhewasgrievedtohisheart.”Theverbעָצָב(’atsav)cancarryoneofthreesemanticsenses,dependingon the context: (1) “to be injured” (Ps 56:5; Eccl 10:9; 1 Chr 4:10); (2) “to experience emotional pain”; “to be depressed the Lord said, “I will wipe humankind, whom I have created, from the face of the earth – every-thing from humankind to animals, including crea-tures that move on the ground and birds of the air, for I regret that I have made them.”6:8 But0 Noah found favor in the sight of the Lord.

      Compare to J Source

  2. Feb 2019
    1. my students had this experience to draw upon as a model for how to make sense of a situation in nuanced and insightful ways.

      I try to call back to previous learning, discussions, and activities as often as possible with my students. This helps them to see the connections between class periods, texts, and assignments. It also helps to build investment in the material that we are learning because they can see how it affects them.

      I began to think critically about how to make connections to students' experiences and to previous learning after studying the SIOP method.

    2. Students expressed a range of views: some defending the metal detectors, some seeing both sides of the argument, and still others declaiming their adamant opposition to the process.

      Exercises like this are real-life pathways to teaching writing skills that are useful to students. Because these students had an emotional investment in the topic they were asked to write about and discuss, they were likely more able to express their opinions and see how they compared to the opinions of their peers. This is similar to what students are asked to do when writing essays for tests like the ACT or SAT.

    1. hat process can sometimes shake her confidence and she likes interacting with other math-lovers around fun problems as a way to remind her of her capabilities and passion for the subject.

      The math circles give freedom to play, explore, and make mistakes for teachers and mathematicians at all levels.

    2. For me, it’s a lot of listening, wandering around seeing what people are doing, having a sense of the room and then knowing what I want people to get out of the session

      When students are asked to work together and "play" with each other, they take ownership of their own learning. This makes me think of the ways in which kids teach each other tricks in video games, make video tutorials, etc.

  3. Jan 2019
    1. real estate covenants that didn’t allow people of color to live in certain sections of the city
    2. It provides both the writing text for my classroom and the social text where our lives intersect and we deepen our connections and understandings across lines of race, class, gender, nationality, and sexual orientation.

      The read-around sounds like it would serve a purpose similar to the advisory strategy of using a "Circle of Power and Respect". https://originsonline.org/bookstore/advisory-book-revised-edition-0

    3. demonstrates your ‘family’ doing something together.

      This makes me think about strategies that Stephen Cary suggests in his bookWorking with English Language Learners https://www.amazon.com/Working-English-Language-Learners-Second/dp/0325009856

    4. “I didn’t realize that other people went through the same things we [African Americans] did.”

      Choosing texts that provide mirrors of students' own lives and windows into the lives of others is the most effective way for us to help our youth connect to each other and the world around them.

    5. I taught “disadvantaged” students.

      The idea that students are "disadvantaged" creates a deficit-based learning environment, rather than one that is asset-based. https://www.memphis.edu/ess/module4/page3.php

    1. Padlet, however, allowed for a rapid online brainstorm where every voice in the class was heard, captured and left visible. This deepened in-person follow-up dialogue by allowing students to tap all of their peers’ ideas at once.

      Difference between simply using technology for the sake of saying you did, and using technology to increase equity in the classroom.

    2. Both educators were “blown away” by how well students understood concepts they hadn’t been able to describe previously in classroom dialogue, traditional lab notebooks or on tests. In both classrooms, technology helped the students start to share their voices.

      What about this method got the students to share their thoughts? Did they feel more comfortable with this method? Were they simply attracted to it being "different"? Does it reflect their own social interactions more closely?

    3. Instead, the teachers had visions of diverse groups of students vigorously discussing literature, science or math.

      Reminds me of Matt Kay's approach to teaching. https://www.stenhouse.com/content/not-light-fire

    1. Indeed, to those whose image of the school is rigidly set the change is sure to give a shock.

      This phrase sticks out to me because I have felt this shock before. I like to have my students up out of their seats or getting into debates about texts that we are reading. Unfortunately, I have had administrators walk into my room and believe that my carefully planned lessons were "chaotic". How can we work within the constraints of a prescribed curriculum or rigid administration while still invigorating students in the way Dewey describes?

    2. No training of sense-organs in school, introduced for the sake of training, can begin to compete with the alertness and fullness of sense-life that comes through daily intimacy and interest in familiar occupations.

      The word "intimacy" brings Dewey's argument to life. How can we expect students to develop a level of intimacy with school content if it is disconnected from their interests and from their home life?

  4. Aug 2018
    1. The read-around is the living room of our classroom.

      How can this be done effectively in a classroom that has 35-40 students?

    2. Dirk and his classmates didn’t care just about themselves, their neighborhood, and their city, they cared about other people’s lives too.

      I bring this mentality into the classroom by trying to provide my students with texts that mirror their own lives but also open windows for them to look into the lives of others. Sometimes this just means framing an older, more "traditional" text in a modern context by pairing it with music, news articles, or other texts from today.

    3. How did this ‘gap’ happen?” I tell students that we are going to look at the housing history in Portland to help us understand those statistics. For me, this unit is critical because it talks back to the “disadvantaged” label that has been hanging around my school for the last forty years. In order to teach students effectively, I have to raise the curtain on the myths that control the narrative of our community:

      Deficits in education that are not properly rectified grow into massive debts over time. These deficits increase socioeconomic gaps linked to racial identity.