778 Matching Annotations
  1. Last 7 days
    1. inclined toward rudiments, toward direct instruction, toward autonomy, whereas campus learning is framed as intimate, nuanced, communal.

      I think implied in these lists is a contrast, but interestingly there's no opposites included here. You're not claiming online as individualistic, even if campus learning is "communal."

    2. toward autonomy

      Toward autonomy in what sense? It seems to me that representations of online, including many of yours, seem to cast it as structurally limiting autonomy. The LMS in particular presupposes or assumes certain kinds of relationships and pedagogical moves unlikely to be endorsed by students and educators alike.

    1. Much like the faction of men who seem to only be able to relate to feminism through their daughters, your EOA may only be "equal opportunity" so long as their women coworkers are unthreatening and unimposing.


    2. or in removing team members who refuse to be coached.


    3. If you're in a senior leadership position, you're in a great position to work to fix this common problem!  First, remove the idea of an EOA from your diagnostic toolkit.


    4. Get curious instead of combative.

      This seems of general value--a kind of mirror of the problem, perhaps? Curiosity over combativeness may help all managers, but especially URG managers?

    5. The real bummer of this is that your URG managers will not be able to fix this themselves, by virtue of having been pushed above the "unable to do my job" threshold.  Their hands are likely tied--they can't coach team members that refuse to accept them as a coach, and they can’t change team members that refuse to hear they have much to change. 

      Nasty problem.

    6. Graph showing equal height bars for pushback total (y-axis) for both URM and non-URM managers. Both bars below “unable to do job” threshold.

      Hell yeah captioning to promote accessibility.

    7. You should have just enough.

      Easy to say, but phrasing like this risks circularity. Still worth saying.

    8. But if one side pushes back too much and refuses to hear or trust the experience of the other, you'll miss out on the middle ground to which these opposing voices were supposed to get us.

      NVC / The Anatomy of Peace territory.

    9. Even if your EOA mistreats everyone equally, your employees from underrepresented groups (URGs) are still going to be disproportionately harmed by it. 

      Seems right to me.

    10. "equal opportunity" asshole (EOA).

      Orthogonally related to Schroedinger's Asshole?

    1. Maybe, then, Obama will be remembered for the fact of his election (though he and senior adviser Valerie Jarrett claim that getting a black man elected was nothing compared to getting the healthcare bill passed) and creating a brand of neoliberal multiculturalism for party elites to use and enjoy in years to come. Yet the defeat of Hillary Clinton in 2016 and the failure of Kamala Harris to dominate the 2020 campaign threaten that inheritance.


    1. naturally

      Nope nope nope nope.

    2. The most amazing thing on the planet is that every single one of these children with these brains goes into the world, and from tiny scraps of information figures out how that world works and changes the world.

      What I'm reading into this (or out of?) is trust in organismic development, which is of course part of OIT.

    3. But the general picture is that the new technology’s advantages have outweighed their disadvantages.

      Disagree. Not to say that I believe the opposite--I just don't think this is perhaps a human answerable question. The better/worse dimension here also places things on a simple number line (though it may not have an interval scale) where I'd say the larger part of the answer is qualitative.

    4. The technology of reading made people more isolated, less collective.

      Did it, though? It enabled connection to distant others in a way that was previously impossible.

    5. That’s what it means to be human.

      I don't love this as a totalizing answer--particularly when there are still uncontacted groups of humans that may not see any generational changes in technology whatsoever.

    6. One of the morals that comes from the science is to expose children to lots of different caregiving, lots of different grownups functioning in different ways.

      To a point.

    7. Children are more sensitive, more subtle, and more accurate in learning than we ever would’ve thought.

      Sensitivity as a valuable resource.

    8. designed for 19th-century factory workers

      Such a trope I'm not sure it's useful due to its baggage. Is there other phrasing that might not have this problem?

    9. if we were a civilized country

      Zeroth World, am I rite?

    10. For the first time in history, we have parents caring for a child when they’ve never done it before but have spent a lot of time going to school and working.

      Ooooof. Yes. Of course, "For the first time in history..." here perhaps means the last, oh, 10,000 years.

    11. The context in which we evolved to have children learn by play and observation was one where there was a big extended family in the proverbial village: lots of grownups around, lots of opportunities to see what grownups were doing, lots of grownups who were committed to caring for each particular child.

      And perhaps a different adult-to-child ratio than we see in most present child-development situations these days (more adults than children at any given moment).

    12. and create a system that’s resilient enough that when things change, the garden can adjust in very unpredictable ways.

      Seems like we have relatively little control over the resilience of these systems. Maybe fertilizer, but it seems that much of the time we're adding fertilizer to continue unsustainable practices.

    13. unconditional

      There's a lot of people who don't know to do with this word.

    14. such as letting a baby cry it out or co-sleeping

      Waaaaaaaait a minute these seem like possibly very important decisions à la secure attachment...

    15. There’s not very much evidence that any of the intentional minor variations in what you do as a parent make much difference in how children turn out in the long run.

      Seems perhaps an improvable claim to begin with. There being a lack of counterfactuals and all... As such, this seems both trivially true and trivially false.

    16. Rather than viewing parenting as an activity or skill to be mastered, adults should simply be parents.

      Yes. This too. I can pretty close to 100% accept parenting as something that is neither an activity nor a skill--perhaps an outlook, or a relationship (that corresponds to an outlook). Blah blah blah Max van Manen Blah Blah Blah.

    17. Gopnik musters all this evidence in an attempt to persuade parents and educators to stop trying to mold children into adults with some desirable mix of characteristics, the way a carpenter might build a cabinet from a set of plans. Instead, we adults should model ourselves on gardeners, who create a nurturing ecosystem for children to flourish, but accept our limited ability to control or even predict the outcome of.

      Yes. I like this analogy. Better hope there isn't a drought.

    1. At its core, the plausibility of having a dignified career in higher education has eroded for the same reason that everyone from skilled manufacturing workers to cab drivers to writers have woken up and found that their slice of the American dream has been canceled: if money is everything, and everything is a business, then full-time jobs must be taken off the books as fast as possible.

      Hard hitting sentence.

    2. Once, a student saw her on there wearing her college ID, and told her she must not be a very good professor if she was forced to ride the bus.

      Hurt people hurt people.

    3. Ironically, the union campaign itself provided the collegiality, communication, and sense of community that so many adjuncts craved when they entered academia, but could not find at their huge, impersonal institution.

      Potential application of my earlier "isntitution" typo?

    1. ‘Success’ is measured in smiles.

      Not quite this either. I wouldn't want to send the message that we should develop and deploy face recognition technology that records and counts smiles during class.

    2. Those “I’m so bad at languages” comments that we hear from other adults when we mention our job, those comments are on us.

      Wellllllllllll, I mean, they're also on an educational macro-system that strengthens and reiterates these implicit messages about performance and achievement...

    3. I’m not making this up… the limited research around the motivational pull of CI and TPRS storytelling teaching is very strong.

      "Limited" and "Strong" though not opposite are contradictory in this context.

    4. no matter how hard I tried.

      This framing risks control-based/objectifying thinking--"If I try hard enough, I should be able to make them interested."

    5. even though I knew my lines, I had practised and drilled those role plays, the German locals did not know theirs!


    6. I’m still at under 1% of responses listing worksheets or practice drills as activities they felt helped their learning.

      Ooof. And students will not have perfect insight into what's helpful. But that thought draws its own criticism, which evokes that (Harvard?) study on learning critiqued by Jesse among others.

    7. As a teacher, how should we measure ‘success’ in our classroom? Progress? Engagement? Learning? Unfortunately, the standard way to judge or quantify how successful you, your methods or your students are, is through ‘achievement outcomes’ or, more simply, ‘results’.

      I don't think there's much that's simple about "achievement outcomes" or "results"... (tough there doesn't seem to be much recognition of these as complex things...

    1. that there is an organic tendency or will toward organization

      OIT--going to have to go back and re-read this...

    2. As with Julio Diaz, to speak compellingly of that world, you have to have seen it.

      I think I have.

    3. When we begin to heal those and no longer see through the lens of good guys versus bad guys, us versus them, good and evil, right and wrong, then it no longer feels good to use those words. They feel like lies. They feel inconsistent with who I am and who I want to become.

      Inconsistence/incoherence are words that I think have a lot of relevance here, for sure. This seems related to memetics.

    4. The point here is not to set ourselves up as the language police. Changing the words we use is not enough. As anyone knows who has studied Nonviolent Communication, the NVC formula can be used very violently.


    5. They have to sense that you're not trying to attack them, and you trust them, you trust their basic goodness.

      I'm not doing well with this at a basic level in some close interpersonal relationships at the moment.

    6. Energy that had been bound up in defending and upholding a self-image is liberated, and you feel a lightness and a new clarity of vision.

      I want a word other than shame to describe this.

    7. Judgements are a cloud,

      Judgments of worth are a cloud? I wonder if maybe they're hubris? These invitations are also stemming from judgments, just qualitatively different ones.

    8. What story informs their belief system
    9. It is that the energy of anger is neutralized

      Or even harnessed, repurposed, put to beautiful work.

    10. Are you willing to hold as lightly to your rightness as you wish them to hold lightly to theirs?

      I'm good at this sometimes.

    11. Sacrificing Winning

      Echoes Brad Reedy.

    12. they choose an unflattering photograph too.

      I've long since noticed this and find it unhelpful.

    13. It feels good,

      Part of the memeplex--though perhaps the combination of cognitive and affective elements/dimensions may benefit from a superstructure relative to a memeplex.

    14. And how can I participate in the evolution of those conditions?

      I love this framing.

    15. reflexive


    16. intimately

      And innately.

    17. it kills the weeds once and for all.

      Gene drives.

    18. We never ask, “Why does Brutus want to kidnap Olive Oyl?”

      Also, sometimes the knowledge of deeper causes doesn't change the surface features of our response. Force may still be required to rescue Olive Oyl, but that force will be subtly qualitatively different.

    19. allows the deeper causes to go unexamined and unchanged.

      There is danger here in merely substituting "deeper" symptoms as the legitimate aim of war.

    20. Marduk

      Hoooooold up. I just encountered Marduk in Snow Crash.

    1. an article in the S&B

      Is it just me or does this link not... link... to the intended page?

      Edit: It does not. It got conflated with the below link on shuttle schedules. Maybe it was supposed to be this one?

  2. Oct 2019
    1. I find myself forgetting to exercise empathy

      Does it require conscious triggering?

    2. must

      Same as above re: must.

    3. where agency is situated

      I think we should be more uncomfortable with any framing or concept of students that doesn't recognize their inherent agency, separate from whatever our thoughts about their agency. The passive voice here does move away from instructor agency dominating, but not as far as I want it to. Maybe: "There is also cognitive dissonance in designing courses that recognize and validate the agency situated in learners..."

    4. real-world impact.

      I think I will always prefer "larger world impact" to real world impact.

    5. and society

      Myth of the Separate Self. This is a place where interbeing shows through (or where I want it to, though the language shift might seem stilted).

    6. instructional designe

      Are you gravitating toward "Learning experience designer"? I've heard that bandied about.

    7. I have worked as an instructional designer who rejects the concept of instruction.

      When you put it that way it doesn't sound so easy.

    8. not what the instructional designer can do with the technology, but what affordances of the technologies can be leveraged by putting them in the hands of the students for the construction of artifacts with real-world impact.

      I'm thinking OER.

    9. For instance, in the courses described above there were readings and videos every week, but they were not presented as “content” to learn, but rather as “setting the stage” material. They provided a background, a starting point, and an atmosphere.

      This reframing is what I'm here for.

    10. must

      This language inadvertently obscures the source of the "must"--that it's an institutional requirement tied to job expectations.

    11. When learners have autonomy and authority over the goals, processes, roles, and nature of the artifacts, those artifacts take on personal significance.

      You have to have read some works related to SDT.

    12. optimal

      I'm growing away from wanting to use this word. In part because I have less and less of a handle on what it means.

    13. embodied cognition.

      This is another possible Lakoff connection, I think, but I haven't read that book of his.

    14. Assessment is not about mastery of learning objectives, but a reflective practice.

      Assessment contains multitudes.

    15. and features of their environments such as tools, resources, language, social structures, and so on.

      I think we underestimate our ability to play a role in shaping all of these--especially social structures. But also overestimate? Influence, facilitate; not control, dictate. Maybe what I'm getting at is that many of what are currently unconscious or flippant decisions have more impact than we realize while our conscious efforts at control have less. (That's not quite right either--but I worry that conscious efforts are often misguided.)

    16. Learning is context-dependent.

      An underrated and under-explored idea.

    17. Piaget, Vygotsky, and Bruner.

      We're missing John Dewey in this list.

    18. my approach is not “instructional design,” but “learning environment design.”

      This is the direction I want to grow into as well. Which is maybe unsurprising, since this is a shift toward ecological thinking.

    19. in its entirety.

      What does entirety entail?

    20. The dominant metaphor

      Nice Metaphor kick, HybridPedagogy.

    21. problem-based

      I wonder if there's a layer that's deeper than the "problem-based" frame--I'm thinking of a "hope-based" one, where our hopes for the world shape the way we read problems into contexts (or not).

    22. Trojan Horses for emancipation

      This is an interesting choice of metaphor. It hearkens back to a violent conflict--conquering and sacking a city--but is here used (I'm imagining) completely separate from that origin. I wonder, however, whether it can be fully separate from a meaning tied to a lack of knowledge (and consent) on the part of the person receiving it. Trojan Horses, for me, stand apart from self-determined action, so I doubt I'd choose this metaphor.

      That said, I think the idea of subtle and implicit invitations to step into new and better relationships with the world absolutely matches with the larger project here.

    23. The Children’s Machine

      Sigh. I'll get there.

    24. mirror the face-to-face lecture/textbook/exam versions.

      Much of my thinking has been about how to renovate face to face.

    25. designed to “teach” rather than to facilitate learning.


    26. With the rapid expansion of online learning over the last decade I have witnessed a tendency to translate classes into online modalities with designs closely resembling those of the face-to-face classes.

      But... Online is just like a horseless carriage, right?

    27. agentic, autonomous, self-directed learners.

      Now this phrasing certainly has my attention piqued, given I've been reading about agentic engagement as a new addition to Self-Determination Theory constructs. (Plus dissatisfaction as a new need state, but I wouldn't guess that's as directly related here.)

  3. Sep 2019
    1. Otherwise, who needs a contract? Otherwise, what good is one?

      The obvious answer to these questions is that someone might be untrustworthy... But in education, it seems like that's an occasion for problem-solving, because the reason will be idiosyncratic.

    1. easiest

      Is it clear what will be easy? Will the same thing be easy for all students? (Unlikely.)

    2. higher-level

      The hierarchical conception of learning (Bloom) doesn't seem right to me.

    3. Let’s admit that, right now, our grades have little connection to outcomes. Students earning an A may have achieved all the outcomes of a course, but what about those getting a B, a C or a D? Did they achieve some outcomes and not others? If so, which ones? Or did they achieve few or none at an acceptable level? Even so, they passed the course.

      This much I can agree with.

    4. If you choose, you can even let students earn tokens by submitting satisfactory work early, successfully completing additional assignments or doing whatever you’d like to reward.

      Behaviorism. Simply base behaviorism. Plus, not much thought for the intersection of privilege and academic expectations. How about students who have less time to devote to coursework due to financial pressures? All of a sudden, your grading scheme replicates larger inequities.

      The uncritical use of phrasing like, "or doing whatever you'd like to reward," also grates on me terribly. Students as objects to be acted upon by professor-as-knower.

    5. hand in an assignment 24 hours late without penalty or to take a makeup exam.


    6. a virtual-token economy

      Right, because economics (rational actor theory, commodification, etc.) is what we need more of in education.

      I'm positively salty at the moment in response to this article--maybe because it's adjacent enough to things I think are vital that I have higher hopes/expectations to be dashed.

    7. Maybe we’ve gone too far with lowering the stakes of our assignments and tests.


    8. increases student motivation

      Single dimension conception of motivation...

    9. If your objective for an assignment is creativity, simply provide loose specs of the various ways that students can demonstrate their ability to explain and apply the material -- such as a 20-minute informational video or dramatic performance, a four-minute original musical performance, a 15-page short story or an eight-minute persuasive speech.

      This is... bad. Those are forms (video, dramatic performance, musical performance) but it seems of dubious possibility that "loose specs" can really capture what it means to "demonstrate" the "ability" to "explain and apply" the material.

    10. All you have to do is lay out that formula or whatever part of the formula is important for your students to learn and follow. If you’re bothered by late work, you can include on-time submission among the specs, too.

      This doesn't seem to be a serious grappling with the issues of grading given this cavalier attitude toward adding timeliness to grading criteria.

    11. You must write the specs for a complex assignment very carefully, clearly and thoroughly.

      This perspective doesn't seem to allow for emergent properties of learning, particularly as they relate to writing on a particular topic, with needs for structure related to the unique content of said topic. This also locates the generation of "specs" in the educator.

  4. Aug 2019
    1. a way of seeing

      My use of this phrase is highly influenced by the concept of collusion as it appears in The Anatomy of Peace (this blog post is a decent overview).

      Also, as much as I'd like to move away from a metaphor that relies on reference to ableness not shared by all--and which casts (or risks casting) blindness as bad--I don't seem to have found a satisfactory alternative. Suggestions welcome.

    2. risking disappointment, resentment, and doubt if those expectations are unmet;

      Above and beyond a course where those expectations weren't set in the first place, that is.

    3. to convince

      This phrasing is why I describe the position here as disempowering--assigning students to the position of direct object in the sentence (grammatically/linguistically speaking) is to act upon students. Other examples: "make my students..." and "get my students to..."

      That this phrasing is pervasive is all the more reason to resist it. Though it's something else that invites our humility--with lots of practice and intention in avoiding this language, I still use it from time to time.

    4. Adam Heidebrink-Bruno’s Hybrid Pedagogy article

      It's hard to overstate how close a companion his article is to mine.

    5. When should a syllabus be a warning?

      This links to a tweet (and a Twitter user) that appears to no longer exist. The gist: If a professor is a mandatory reporter for things like sexual assault, they should disclose that fact in their syllabi.

    6. Other metaphorical frames

      Hmmmmmmmm. What, pray tell, is this link to?

    7. Reading these books, listed on the syllabus? Inside, a part of, necessary for the course—ignore the mandate and you will be sanctioned, graded down. Reading those books, not listed? Extracurricular, supplemental, separate from the course—maybe encouraged if relevant; not required.

      Some of my comments from the discussion on this section:

      "I think this is more of an entreaty. Imploring is another word that comes to mind. The reduction of the infinite to the finite is a source of sadness. I think this is a moment where my critique of the contract paradigm takes (tries to take) the form of a plea for resistance to that diminution."

    8. Your syllabus need not look like a contract to be one.

      I think we should be careful not to see “black text arranged on a white page with no thought to design” as ineffective. An expansive view of design (or one not unnecessarily narrow) would be quick to recognize the contributions referenced at the top of this article, some masquerading as simple “black text” — or even blank space — as (potentially) profound changes.

    9. relevant aspects of contract law

      For example: consideration, recision, offer, acceptance, competency, representations, terms, obligation, conditions (both precedent and subsequent), warranties, breach, remedy, duty to read, risk allocation, and relief, among others.

      This list courtesy of a conversation with my father, a lawyer.

    10. Hello! Welcome! I thought it'd be fun to add a dimension to the article via Hypothesis annotation.

    1. Another student told the New Times that the professor raised the QAnon topic “out of nowhere” and was just “babbling” about it throughout class. The students told the New Times they didn’t really care that their professor used class time to talk about his conspiracy theories. “It’s a chill class because he goes over the quizzes with us,” one student said. “It’s weird though, because you have politics being spouted at you for an hour instead of being taught actual English stuff.”


    1. is it reasonable to expect all or most of them to understand and apply academic citation well before they have determined their major, the discipline that will dictate what citation stylesheet and writing conventions matter?

      I'd answer no.

    1. There are two forms of motivation observed in human behavior, intrinsic and extrinsic.

      (5, unless you count the two forms of amotivation...)

    2. Reformers like Mann believed that hierarchical rankings would motivate students.

      Sure might (will for some students). What kind matters, though.

    3. of the human brain.

      What's the brain got to do with it? I'm tempted to say that it's more about mind--which is more subtle of a distinction than this annotation probably makes it out to be.

    1. Both approaches give students greater ownership over their grade and the way that it’s awarded; grading becomes, to whatever degree possible, a collaborative venture.

      Who holds ownership by default?

    1. it is not always best to create those strong incentives.

      Framing things around incentives preserves a kind of rational actor theory approach.

    2. There is something to the argument. The better your measure of some outcome (be it test scores, crimes solved, patients cured, or what have you), the stronger are the incentives you can create for that outcome to be achieved.

      This ignores motivation quality as a factor.

    1. I am not scared to meet my bodymind’s needs in front of my students.


    1. what it might mean to scale sideways.


    2. And when each of us steps behind any podium, we are positioned to be listened to, when really we need to be listening.

      "To lead is to serve." And to serve is to recognize and work to meet the legitimate needs of those in your care. To know those needs, we must listen--seeing them in outline, broad brush stroke, is here not enough.

    3. By the end of this course, you will: Give tongue to interesting thoughts of your own soul; Gain from dialogue the power of truth; Abhor and detest your enslavers; Understand how the silver trump of freedom rouses the soul.

      Love this.

    4. I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking!

      I wondered a while back where I encountered this quotation--I bet I'll have a mental pathway back to this from now on.

    5. I wonder what my physical copy annotations are?

    6. emergence

      I'm convinced this is what we want to move toward, but I don't think I have encountered too much writing on the subject directly. The recent conviviality stuff strikes me as relevant, though.

    7. But Bloom and his team defined knowledge as involving “the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.” Which means that by this definition, knowledge is the same as recall.

      Key assumption for this view of learning.

    1. Should we have critical conversations about shame and vulnerability? Should we be seeking to be courageous in our willingness to connect with each other? Of course. But that cannot and should not happen without acknowledging and first centering on the institutional and societal shame that has been unfortunately embedded into our society, including our kids. Our students are children. They didn't wake up with shame—people and systems created a world that puts shame on them. We must actively work not to "fix" students, but to uproot and undo the systems that try and shame us, and move toward a world rooted in love and care. That is a battle that I'm willing to wage with my students, moving all of us toward a better world overall.

      I like the ending of this.

    2. She is talking about a quote from Theodore Roosevelt that Brown often cites, about how only those who also are willing to enter "the arena" with you deserve to critique the work you're doing.

      I think Sara Goldrick Rab took this position.

    1. What form will the language of criticism and hope look like if it is to address the everyday lives of people caught in the grip of neoliberal common sense?

      Sacred Economics. The More Beautiful World Our Hearts Know Is Possible. Climate: A New Story.

    2. Why did I sit in classes teaching me about the merits of our history and our civilization?

      Attributing this to schools is a pretty stark example of schools as political--in what I'd call an unacceptable direction.

    3. language of pollution


    4. neoliberal ideology and elements of a fascist politics merge to contain, distract and misdirect the anger that has materialized out of grievances against the government, privileged elites and the massive hardships caused by neoliberal capitalism.

      I'd be more granular and attribute the problems to risk-free positive interest bearing debt--usury--and its necessary effect of the conversion of common wealth to private wealth.

    5. For Fisher, capitalist realism functioned less as a crude form of quasi-propaganda than as a pedagogical, social and cultural machine that produces “a pervasive atmosphere, conditioning not only the production of culture but also the regulation of work and education, and acting as a kind of invisible barrier constraining thought and action.”

      I'm thinking of the argument in Barry Schwartz's Why We Work that impoverished (mentally, emotionally, socially unengaging) forms of work create the very culture of "laziness" and lack of motivation used as arguments against policies like a Universal Basic Income.

    6. Trump built on a longstanding neoliberal project buttressed by an anti-democratic formative culture in which educational institutions have been used to shape market-based identities, modes of agency and collective subjects bound together by the notion that there is no alternative to an unfair and pernicious capitalist social order.

      Per usual, I think this harkens back to a panoply of arguments made by Charles Eisenstein, The Myth of the Separate Self in particular.

    7. have done everything they can

      Disagree. I don't think this pigeon-holing is helpful.

      (Which isn't to say I think these groups aren't responsible for grave and pressing harms, only that there's more they could have done.)

    8. intervening

      Intervention evokes questions around default.

    9. If teachers do not have control over the conditions of their labor

      What exactly are those conditions? No thinking that falls short of recognizing at least a global whole has much hope, but no teacher has the kind of control (at least as I think the word is meant here) over whether a mass shooting takes place--but those events reach into and affect classrooms.

      Maybe the reason that I'm pushing back is that I want more specificity around what "control" means--and maybe to move in the direction of the language of autonomy support over the language of control.

    10. while limiting their willingness to believe in something larger than themselves.

      I think this is an in-born trait, so I agree with the idea that limits are coming from without.

    11. neoliberalism has not only achieved dominance

      MWLB--personification of an ideology as something that asserts dominance, rather than something that reflects dominance? The whole idea of domination is itself antithetical to mutual agency.

    12. pedagogical terrorism

      Strong language here, I'd say notably so. What work does this do?

    13. methods such as teaching for the test

      I'm hesitant to call this a method. It certainly involves a correspondence, but I don't think method is the right word. It seems to imply something that's stable, where "teaching to the test" is by definition variable depending on the form of that test.

    14. cut across mainstream party lines.

      Following capital ($)? Some resonance here with funding "cuts."

    15. they have aggressively attempted to turn education into a business, faculty into devalued clerks and students into consumers.

      Metaphors We Live By

    16. instrumentalist

      Objectification--The Anatomy of Peace

    1. The final thing Sean asked us to do was to write either the opening or closing sentence of a speech on pedagogy.

      I really like this potential exercise.

    1. critical thinking

      What Would Bob Shepard Say?

    2. The value of universities to a capitalist society depends on their ability to resist capitalism, to carve out space for intellectual endeavors that don’t have obvious metrics or market value.

      Fun irony?

    3. customers

      MWLB again, as I mentioned above.

    4. if we imply that history, literature and linguistics are more or less interchangeable “content” that convey the same mental tools, we oversimplify the intellectual complexity that makes a university education worthwhile in the first place.

      Agree strongly. More Bob Shepard about how these terms are much more specific and contextual than they're claimed to be...

    5. Yet bureaucratic jargon subtly shapes the expectations of students and teachers alike. On the first day of class, my colleagues and I — especially in the humanities, where professors are perpetually anxious about falling enrollment — find ourselves rattling off the skills our courses offer (“Critical thinking! Clear writing!”), hyping our products like Apple Store clerks.

      MWLB - "hawking" as education-is-a-consumer-good metaphor.

    6. Here is the second irony: Learning assessment has not spurred discussion of the deep structural problems that send so many students to college unprepared to succeed.

      Part of P.L. Thomas's arguments against Mindset Theory as it's often implemented.

    7. Maybe all your students have full-time jobs

      This would be an example of an underlying process as mentioned in my above annotation/link.

    8. “If you get unprepared students in your class and they don’t do well, how does that get explained?”

      From "Thoughts on Junk Indicators, School Rating Systems & Accountability":

      "The measures we take can be referred to as “realizations” which are generated by underlying processes (all the stuff going on in school, as well as in the daily lives of the children attending and teachers working in those schools, inclusive of weather conditions, heating, cooling and lighting, home environments, etc.)."

      This will be true of all assessments--but I doubt that there's many people who adopt that perspective (that nothing short of the whole context is an explanation). Our brains can't handle that, of course, but in the search of simplifications, losing sight of this risks inhibiting our humility.

    9. and to prove it

      Domains bound by the exercise of judgment do not admit the entry of proof.

    10. lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces

      See John Warner (and also that Bob Shepard link above).

    11. It was politically convenient to hold universities accountable for all this, rather than to scrutinize neoliberal austerity measures.

      Efficiency and cost-cutting; a way to undermine the perceived value of higher education? (See, it's not high-quality...)

    12. assistant vice president for assessment and institutional effectiveness at Furman University

      Colleague of P.L. Thomas?

    13. “I do not feel threatened emotionally when presented with multiple perspectives”

      Seems... ill-advised. Not that it's an unimportant question/issue, but it seems like an ineffective and potentially harmful way to gather the data--phrasing it as a durable trait (as something general rather than case-specific.

    14. analyticity


    15. certify

      I'm not sure I like this word. Accreditation seems like one of the clearest ways in which current educational institutions are right-wing/control-based (à la Ivan Illich).

    16. skills

      I don't think we have anywhere near a good enough understanding of what constitutes a "skill" here--despite how obvious/intuitive it might seem. I'm thinking of that Bob Shepard blog post.

  5. Jul 2019
    1. Compassion training—which doesn’t involve empathetic arousal to the perceived distress of others—was more effective, leading to both increased positive emotions and increased altruism.


    2. This distinction has some support in the collaborative work of Tania Singer, a psychologist and neuroscientist, and Matthieu Ricard, a Buddhist monk, meditation expert, and former scientist. In a series of studies using fMRI brain scanning, Ricard was asked to engage in various types of compassion meditation directed toward people who are suffering. To the surprise of the investigators, these meditative states did not activate parts of the brain that are normally activated by non-meditators when they think about others’ pain. Ricard described his meditative experience as “a warm positive state associated with a strong prosocial motivation.” He was then asked to put himself in an empathetic state and was scanned while doing so. Now the appropriate circuits associated with empathetic distress were activated. “The empathic sharing,” Ricard said, “very quickly became intolerable to me and I felt emotionally exhausted, very similar to being burned out.”

      It seems easy to step into enmeshment... This seems like a plausible alternative hypothesis here--not that empathy (emotional) is that problem, but that qualitatively different kinds of emotional empathy have differential desirability.

    3. But this empathetic distress surely isn’t necessary for charitable giving.

      What does necessity have to do with it at all?

    4. A highly empathetic response would be to feel what your friend feels, to experience, as much as you can, the terrible sorrow and pain. In contrast, compassion involves concern and love for your friend, and the desire and motivation to help, but it need not involve mirroring your friend’s anguish.

      I disagree with this framing. What does Carl Rogers' conception of empathy as being able to enter another's experience as if you were them "without ever losing the as-if"? That last piece suggests that healthful empathy is never about "feel[ing] what your friend feels..."

    5. a more distanced love and kindness and concern for others.

      MWLB Distance. I don't think this metaphor is serving clarity here.

    6. The problems that arise here have to do with emotional empathy—feeling another’s pain.

      I don't think this is what's going on. At a physical level, it makes no sense--another's pain is phenomenologically tied to their own neurons. You feel your pain, with its source in an internal model of another's experience (conscious or not).

    7. Helgeson and Fritz developed a simple nine-item questionnaire, which asks respondents to indicate whether they agree with statements such as, “For me to be happy, I need others to be happy,” “I can’t say no when someone asks me for help,” and “I often worry about others’ problems.” Women typically score higher than men on this scale; Hannah would, I bet, score high indeed.

      This strikes me as enmeshment rather than care--and the conflation of a harm more narrowly construed with a sponsor of that cause.

    8. She also does not endorse a guiding principle based on compassion and kindness. Rather, Hannah is compelled by hyperarousal—her drive is unstoppable.

      In essence, a kind of controlled-motivation? (Introjected?)

    1. (Highlights on this page are an indication of books I've already read.)

    1. "A ban means policing," says Neiterman. "With larger class sizes, who is going to police students to ensure that they do not use technology?"

      Plenty of people, I imagine. Plus, you're casting the issue as size-specific rather than size-inflected...

    2. The majority of instructors understood that banning technology in class is not an answer.

      Did they?

    3. off-task technology

      I suppose we're operating under a fairly simple notion of what is and what isn't "on-task"? Plus, it seems strange to apply that descriptor to a technology instead of a particular use... (Maybe? What about, say, a Gameboy in class?)

    4. Only 32 percent were bothered by the use of laptops and tablets, however, probably because they assume that laptops and tablets are used by students for class work.

      Sloppy writing. Why assume this? Isn't that the whole point of doing a study like this? So you don't have to assume that sort of thing?

    5. While students felt that it was their choice to use the technology, they saw it as the instructors' responsibility to motivate them not to use it,

      Consumer metaphor? Also, a bit of a victim perspective. (External Perceived Locus of Causation)

    6. some also used it to catch up on other classes

      This implicates study habits, workload, and larger life priorities (in the case of a scenario where the class studied is, say, a gen-Ed requirement and the "other class" is more central to a major). I have no idea how you would study this scientifically...

  6. Jun 2019
    1. He said he “guarantees 100%” that the system will at times misconstrue innocent behavior. But he’s more concerned about failing to catch indicators of violence, and he said the system gives schools and other facilities a much-needed early warning system.

      Type I vs. Type II error...

    1. or we can hide our fear and indifference behind a mask of “neutrality.”

      I'd say there can be more to this--and the same precarity (especially financial) that sponsors the traumas students experience can facilitate fear on the part of educators fort he security of their jobs.

    1. Moe was a vocal proponent of the school management company Edison Schools’ initial public offering in 1999.

      See Samuel E. Abrams' book Education and the Commercial Mindset for a lot more on this stuff.

    2. Metaphors matter.


    3. But as is often the case with alarmist factoids, this one was wrenched out of historical context: since the 1960s, more students were taking the exam than ever before—and what’s more, SAT performance had actually increased among all subgroups.

      Thanks, Gerald Bracey. I cited this factoid to someone just a few days ago--to Alice at the beach.

    1. Until these are common currency, students would be negatively impacted when they seek to transfer to more traditional institutions if that is the only document they present.

      Local maximum.

    2. She said each high school would be required to come up with its own system for evaluating student knowledge and skills. "It has to vary from school to school," she said, and the idea is to move away from identifying students by some number representing their achievement.

      Weeeeird to hear this. It has to vary from school to school?

    3. so an admissions officer could see lab reports, essays and so forth.

      Would this take more time for admissions officers? There's a fairness argument to be made here, as well...

    4. but levels of proficiency in various areas.

      Proficiency as at least ordinal?

  7. May 2019
    1. I have a problem with the idea that teachers are generic teachers. That we teach children, not subjects. Because while it is true that we teach children, it is through the introduction to subjects that we allow children access to understanding the world, and further, access to that that is beautiful in human life.

      Parker J. Palmer.

    2. And *how* should be driven by *what* anyway.

      As much by why.

    3. This is shorthand for focusing on how to teach, not what to teach.

      False dichotomy.

    4. And hence they believe to focus on it you need to measure it. And if you’re going to measure it, you need to judge it.

      Not a necessary entailment.

    1. Curriculum is in the ascendant. We’re returning to conversations about what we’re teaching. This is awesome. But curriculum is far bigger than a process. It’s what your school is.

      The end of this highlight is great.

    2. Pedagogy was, and still is in some parts, overrated (Stuart Lock, 2017), but the how should have an interwoven, richly tapestried relationship with the what, dictated by the subject discipline.


    3. mind-manacles of Bloom’s Taxonomy.

      I like this.

    1. in the unaugmented part of my brain

      What part is that?

    2. as if they were all parts of a singular ever-evolving speech.

      They were--or thinking of them as such is a useful metaphor for extending what's possible in composition.

    3. I am not a Luddite.