Critical to what, to who?

What did this 'reputation' depend on?

Teach what?

Not sure that taught would be appropriate.

but knowing and learning are context dependent and multifaceted.

on what basis can we say that?

Just recite?

So can a illiterate peasant/carpenter not be a 'knower'?

Can a child not be a knower?

So now we are talking about theory of knowledge...

WE? who is we?

Who is we? Is knowledge in books?

Is that limited to people who are "in the know"? Does that include people who are not at all in the "know"? Does that include people who are living in areas where the raw materials are extracted?

what do we mean by "understand educational technology"?

so "knowing"' includes "unknowing".

What does "deal with uncertainty mean"?

Can one "deal with uncertainty"?

"your context" - physical/social/psychological/cultural/economic/other?

What does this "flexibility" imply?

Really? What does "situation" mean?

Quantify "huge amount". Can u have "huge amount" of Best Practices...

Really? cf Dave Snowden

https://www.youtube.com/watch?v=N7oz366X0-8

Then we need to define what we mean by "learning" and "understand"...

So let's be clear - what are the times and places?

Well you are telling them what to learn- you are telling them to learn how others learn/how to collaborate/different perspectives...

Only the perspectives of those with access...

what collaborate tools? "what its like for others to learn" - which others?

So what is "our context"?

is the field bounded before?

Is this realistic? "which community"?

"those mistakes" "those best practices" - who is the judge?

Is this realistic? What does 'have access to thousands of people" mean?

What scale? What abundance? How we go about what?

How can you be a "'member of a discipline"?

Can I be a member of physics?

"Discipline" is this just middle class intellectuals? (provocation)

Who is 'our'?

Dates? Where? Efficient for what? What book(s)?

What sort of field? Every field?

This has not always been the case.

When are we talking about? Where? Dates?

So what is the "independent learner" how should he/she be defined - if this is the most important outcome.

How do we indentify "model independent learners"?

The impact of the those external nodes which they manage to contact.

So this means literacies and pre-existing connections introduced by teacher...

So this means access to internet...

Certain types of paths, learning methodologies may be completely unfamiliar to students. At what moment do we teach students how to follow different paths to the ones with which they are familiar?

This has a massive assumption that there are ideas and connections which pre-exist.

So resident in a field means a disciplinary field or resident in a territorial field?

Should we disconnect the two?

To what extent?

So what is this community?

I can have an abundance of 'information' which is shopping catalogues. Is such an abundance a good thing.

How do we direct attention to appropriate information?

So "their community" is the people in the class or the discipline or is it wider than that?

How do people decide to be part of "their community"?

How do they give others notice to their membership?

What is the nature of these connections?

How critical are we to be of these connections?

What is the meaning of making connections indefinitely?

What is the meaning to our "grounded communities"?

So is this idea of "community" about displines?

So what is this community which is the curriculum?

How wide do we draw its boudaries?

Is the curriculum to widen the communities boundaries?

"I'm a real self-educated kind of guy. I read voraciously. Every book I ever bought, I have. I can't throw it away. It's physically impossible to leave my hand! Some of them are in warehouses. I've got a library that I keep the ones I really really like. I look around my library some nights and I do these terrible things to myself--I count up the books and think, how long I might have to live and think, 'F@#%k, I can't read two-thirds of these books.' It overwhelms me with sadness." --David Bowie, quoted in the Daily Beast in a 2002 interview with Bob Guccione, Jr. David Bowie

"People are so fucking dumb. Nobody reads anymore, nobody goes out and looks and explores the society and culture they were brought up in. People have attention spans of five seconds and as much depth as a glass of water." David Bowie

https://flipboard.com/@sensor63/military-education-311tobvtz

Extending Dependence https://www.youtube.com/watch?v=7KW8hfO6ysM

No laughing matter. STOP IT this is VERY SERIOUS. http://tachesdesens.blogspot.fr/2014/09/no-laughing-matter.html

But my way of writing is rather to think aloud, and follow my own humours, than much to consider who is listening to me; and, if I stop to consider what is proper to be said to this or that person, I shall soon come to doubt whether any part at all is proper. Thomas de Quincey, Confessions of an English Opium Eater

Tags: audience, journalism, nonfiction, propriety, writing like

I reckon the only answer worth bothering about is : YOU CARE.

touches of sense...: Stillness in frenesy. http://flip.it/NhSZ-

http://youtu.be/Ps-v-kZzfec

Violent flows contained by damn teachers. http://www.apa.org/ed/schools/cpse/activities/violence-against.aspx

The River Versus The State. http://youtu.be/J9cudp1eCdc

I find it interesting that Terry uses the word 'struggle' in this piece. I reckon that when we find ourselves 'struggling' it is a very important signal. There is an obstacle to flow which can become a dam which will burst if not identified.

Yes deschooling is at the heart of it. Or at very least deconstructing school and schooling. It is focussing on outside (school) in and indide school out. It is outing school for what it is. It is stretching school outing to beyond limits of school. It is questionîng relationships between school-teacher-student-parent-community-society-power.

[From Kentucky to St Kilda] (http://test2.priscilla.saltmarshranch.com/2012/04/05/soay-lambing-by-moonlight-echoes-of-the-st-kilda-islands/)

This is so powerful as a sound-map. I feel immersed in farm-life an instant. I am moved by the beauty of the sight of crunching moon-lit-diamond-frost.

No wonder you are moved to poetry. This is raw poetry. Such a contrast to the gale on the plains. https://soundcloud.com/simon-ensor-1/saturday-02-24-pm

I like this idea of connecting blog stories to maps.

I had started attempting to map with PREZI but got frustrated with it. May return to it. Need to think it through. Particularly frurstrating is the change of Pearltrees

Will be sharing these with colleagues in Sociological Disciplines. Thinking in terms of the learning organisation/organism.

Need to reflect on maps for stories for CLAVIER

Already have research section for CLAVIER - need simply to get this online within #clavedu website

Have the CLAVEDU.org website domain and shell. Need to meet with core partners to (re)define boundaries of CLAVIER. Then meeting with institutional leaders/student associations to determine other communication spaces and synergies/links/Then redefine personal communication strategy

Need to map associations already involved in this sort of activity within university.

Identify need - Attempt to integrate into university cursus formally or informally

Curating Voices/Stories

In CLAVIER this is done with #clavstories and #clavresearch

Stories are also integrated into classroom or outside classroom activities.

Students as builders of culture.

More work needs to be done in the training of learners to expand story-bank.

Meetings with other teachers/Mentors