17 Matching Annotations
  1. Apr 2024
    1. As progressives, our solidarity must be with the people of Palestine and Israel who are fighting for such a future. Leftists should be under no illusions that Hamas, with its theocratic and reactionary ideology, shares this vision. Neither does the Israeli government, which today contains fascist elements who speak openly of ethnic cleansing. Our allies in Israel and Palestine are the brave activists and parliamentarians calling for an end to the current round of violence.

      Ok. Somewhat granted. Though the far right Israeli government is not nearly conparably aa fundamentalist and violent as Hamas - which is both, by its most central tenets

    2. indiscriminate bombing

      How did they know? That the bombing, on this case of a defensive war, was "indiscriminate"? They could know only if they never consider the possibility that it was not indiscriminate.

  2. Apr 2022
    1. The findings on students’ epistemologies tell us that teaching should focuson the nature of the learning process, encouraging students to take a reflective, 72 Analysing the media for learning and teachinginterpretive approach to their learning. Marton and Booth describe several studiesthat attempted to do this, but all of which failed (Ibid. 168–171). They all sharethe technique of focusing the students’ awareness on the act of learning itself, e.g.by including in a text instructions on how to read it, to reflect on it, and tosummarise it. In all cases, the students responded by focusing on the guidancerather than the content of the text, thereby undermining any meaningful outcomethey might otherwise have derived.

      wow

    2. The focus of the students’ attention is the ‘problem-in-context’,rather than the problem itself.

      I

    1. Educational values are beliefs about what matters within learning and teaching (Fawns et al. 2022), including ideals, standards, principles and qualities of intrinsic worth (Collinson 2012). Dron (2021), for example, argues that ‘caring for the subject, for learning, and for the learner are non-negotiable’. Other examples include vulnerability (Lee 2021), collaboration (Fawns et al. 2021b) or critical thinking (Harland and Pickering 2010).

      a learning objective should be an answer to a 'why' question....not a what question... Would that rule help educators avoid the silliness of the kind of things that stand as 'learning objectives' so often?

    1. 4.2.2.3. Supportive relationshipsRespectful, safe and supportive relationships were thought to promote joy/happiness and love. Several academics drew attention to the importance of creating safe and containing learning environments (both physical locations and “emotional” spaces):A sense of security and by that I mean a sense of feeling comfortable in the lecturer’s presence or the tutor’s presence, to be able to feel confident to say what you want to say without feeling judged or possibly rejected. (Cultural studies lecturer)Feeling safe was, for some, a prerequisite for learning to occur and contributed to a sense of belonging – happiness, satisfaction and optimism were experienced through being “part of a community that is learning”.

      I'm a bit surprised that respect and support is boiled down to "safety" here... What does a lecturer do to make students feel "safe" then? ...I think it's more about equality and respect, with safety being consequent, not on the same plane

    1. This, therefore, means that students must be explicitly prepared for assessments and tasks within their taught curriculum.

      and/or, if something seems fundamental to success in a course, but isn't something that is taught in that course, it should be as deprioritized as possible in grading. For example, in a history course, if grammar is not taught within the course, then grammar should either not be accounted for on an essay-grading rubric, or at least it shoujdl be a very small percentage, relating to the ways grammar can help or impeded commjunicaiton of meaning.

    1. Deep learning requires the development of skills and practice, which are less likely to grow without explicit support and direction.

      once "deep learning" has happened, it needs to be noticed, supported - students need to be told that they did something right and great. Otherwise, they really won't know, and they won't necessariy try to do the same again.

  3. Aug 2021
    1. The conditions of such a post-industrial society have existed in Europe since the end of World War II, when the first structuralist texts appeared there. In the United States, the conditions of post-industrialism have only appeared in the last few years, in the wake of Vietnam

      this is hwy foucalut's skepticism of modernism is so much earlier than Susan Friedman's

    2. For Sartre, as for the Abstract Expressionists, responsibility, action, ‘good faith,’ and the problem of inventing meaning and morality were the basic issues. It is as if to say that in the codeless world that war on such a scale had created, a world in which the usual laws of market and class – the mechanics of the bourgeois universe as it should be – were in abeyance, philosophy and art should be simply about the possible actions and decisions that a human being who has been stripped of his social role can undertake.

      brilliant takedown of Sartre

    1. Meanwhile, the performance of confrontation continues. Popular disaffection with mainstream politics manifests as a rejection of its tribal, shouty style. PMQs is criticised for being too raucous, but that is a distracting irrelevance now that policy differences seem imperceptible. The problem is not "divisiveness" but its opposite: the lack of democratic choice.

      this has changed a lot since

  4. Mar 2021
    1. Diagnosis is also completely unnecessary in a writing center context. Rinaldi explains: What my disability is, quite frankly, is none of your business. My disability does not impact my knowledge of my self. I will tell you what I need, and you don’t need to know my disability so that you can make that decision for me. (12–13)

      an interesting perspective; just one person's however.

    2. While the very unsure writer is noted as being non-aggressive and needing nurturing, the ESL dependent and disabled dependent are described as smart, aggressive, and manipulative

      wow

    1. a course leader who meets with a visually impaired member of the group before the beginning of a course to find out how hand-outs can be adapted so that the student can read them;

      writign cenre person...can help convert readings and hanouts to larage print, readable text, etcetera

    1. It is also worth noting that many of the errors will not be picked up by a standard spell checker or in some cases, by the student’s proof reading.

      another nonstandard thing for wriitng centres...generally we don't recommend grammar checkers, but for these students a good grammar checker can relieve stress adn take soem load off

    2. The techniques of editing and refining demand extra stamina and time, and need to be done in separate stages.

      an instance of a different approach...going back maybe to methods that we often eschew.

  5. Nov 2020
    1. in building a link between the spatial part of our brain that we need to use in order to make marks on paper that make sense (that is, to write) and the verbal part of our brain that we need to compose meaningful utterances to supply our writing hand with, we strengthen the process by which important information is stored in our memory.

      This is the 'physical' explanation for why handwriting betters cognition.