1,521 Matching Annotations
  1. Mar 2019
    1. an elevator speech

      Where are the spaces where this can happen?

      Not elevators. Just kidding, but we need to ask where we can talk so as to be heard.

    2. the 12-16 years

      How in God's name can we do a damned thing about climate change in ten years if we can sustain the investment of time to support kids moving through K-12. Our institutional frames aren't doing this. We need new institutional frames.

    1. frames

      I am a mole, a mole.

      I dig under

      your research agenda

      as if it never was.

    2. The Leveling Up study

      My annotatory take on the affinity space of the page: me, the authors and now you, too, in this text box affinity space inside the blog affinity space in th comments. Boxes inside of boxes inside of boxes with permeable margins in a feldgang that keeps on going.

    3. a lens

      Metaphors gone wild:

      a lens

      a pivot

      a door

      a path

      maybe even an elephant in the room?

  2. Feb 2019
    1. Exam Wrapper

      I don't care how good the pedagogic tool is in theory, if it is just another way to run out the semester clock and make it appear that we are making all the right moves, then I say to hell with that tool. I'd rather improvise than use a tool I don't really believe in.

    2. My concern is about his answer to the student who asked what to do if she still "doesn't get it" after watching a video.

      We often talk about teachable moments for our learners but we don't extol the same learnable moments for teachers. Kinda points to the stark and happy truth that we are all learners under the skin. All of us. I worry about all those moments that I miss.

    3. created his own along with a set of homework questions.

      I love instructor's who "ante up" and then raise the ante.

    4. explained

      Yes, rationalizing is so important--for yourself and for others. If he didn't find the tool useful he should have said that as well.

    5. validated

      Caring...yes, he seemed to care at the beginning but fell victim to my biggest teaching challenge: biting off more that I or, more importantly, what my students can chew in one class. I think we need to do trial balloons for these techniques, ask them if they thought they were useful, and then proceed from there with using them regularly or not.

    1. this survey helps you connect your classroom and online experiences to the practices you will learn more about in this module.

      My experience <------------>Course practices: this survey will connect me. No. I will connect them myself. This is a common mistake to put the teacher cart before the learner horse. It is wrong to assume that just because teachers 'teach' that learners will learn. Wrong.

    1. "I said that the world is absurd, but I was too hasty. This world in itself is not reasonable, that is all that can be said. But what is absurd is the confrontation of this irrational and the wild longing for clarity whose call echoes in the human heart."  Albert Camus

    2. less concerned about what has been done before.

      You are your own potentiometer.

    3. Kintsugi.

    4. shredded...
    5. spilt

      split, your universe was split or at least creased like a piece of paper stained and folded into a new universe.

    1. bloody art...lost

      Only bloody art is never lost. Bloodless art is will and truly riddance to rubbish.

    2. was spilt over

      I love the passive voice here. Fate.

  3. Jan 2019
    1. The paradoxes inherent in the degrees of institutional support for the type of professional learning Jasmine desired also emphasize how professional development contains inescapable tensions when the populations of concern are historically mar-ginalized groups (

      Professional development "contains inescapable tensions" for all teachers, especially outsiders. I have always been struck by how ed schools have ignored the work of those in adult training and learning research. That field notes the primacy of informal training over formal training. Is this the tension our authors speak of? Personally, formal training PD meant jack squat unless it coincided with helping me solve a particular problem I am not sure how this is 'paradoxical'.

    2. investigates

    1. or to teach others to use the platforms to create on-gong map stories.

      J-schools. Just look at the great response David Sirota got with his unearthing of funding for O'Rourke and Cruz in the Texas race. https://www.theguardian.com/commentisfree/2018/dec/22/beto-orourke-voting-record-2020-election-democrats

    2. it is a dead end

      Amen, someone stand up and help.

    3. Motivating and teaching

      Amen, I stand among those motivated and continuing to learn.

    4. platforms offer many challenges.

      Challenge = Sacrifices = Purpose and Worth

      https://goo.gl/hCgJx6

    5. the concept map below

      I feel like I am on a tilt-a-whirl as I look at this and when I go inside it I feel the forces throwing me ever outward.

      https://www.youtube.com/watch?v=ZiFp2ekEiUs

    6. investment

      What does this word mean generally? And specifically in this context? If it just about money, then it is perfectly understandable that there is no money entering the O-Zones. But what if we had many different definitions of "investment" and analyzed accordingly?

    7. Using the Chicago Health Atlas you can also create maps showing health disparities, which are indicators of investments needed in different areas of Chicago.

      Researchers can also use maps long term as a way to demonstrate economic gain or loss. Your mappings are invaluable for just that one reason.

    8. Hospitals can be

      Some observations from outside:

    9. A closer inspection of my map would show the wide range of programs on the map, and the lack of these programs in many of the O-Zone areas.

      Step five: draw conclusions from the maps, i.e. what do the maps tell us about the answer to the questions in Step Two?

    10. I created a short link that I could share easily. h

      Step four: find a way to share and then...share.

    11. My friend Dan Isherwood

      Step three: consult the network.

    12. “What neighborhoods are affected?” And, “What indicators were used to show these areas need this government supported capital investment?”

      Step two: ask good questions relating to something actionable.

    13. I've been trying using maps to help people form those "partnerships and connections".

      First step: connect to something I know about or know how to do.

    14. Derek R.B. Douglas
    15. The biggest thing we have to do when we leave this room is form the partnerships and connections to get to work.

      I might argue that what you need to do is to bring more folks into the room.

      Apt section of "Clueless": https://www.youtube.com/watch?v=Ndv1UfKIluw

    16. To me, part of those actions

      I think this is the key: find out what you gonna do, Boo.

    17. We can't let perfect be the enemy of good.”

      There is actually a Wikipedia article addressing this proverb.

      https://youtu.be/dOvVwdP71CI

    18. scroll through the Tweets
    19.   #LiveatUrban

      I put this in my Tweetdeck and also followed @urbaninstitute. In the process I discover a blind spot: I complain about how most people have a 'flyover' attitude about rural areas maybe I have the same attitude toward urban areas.

    20. Malcolm X College

    21. than by any service project that I might do.

      This is your service project.

    22. bridge the divides

      laying the stones of social capital across the chasm

      https://www.youtube.com/watch?v=WNAB3V80ZvU

    23. to connect

      Yes, and I with you and others, too.

    24. I'll be at my computer tomorrow

      As will I...

    1. David Williamson Shaffer says that we need to make space for conversations in order to be creative. “Creativity is a conversation — a tension — between individuals working on individual problems and the professional communities they belong to.”

      I wonder what is the tension between us in #modigiwri. What conversations are being inspired? What conversations need to be inspired in our spaces? What problems should we be addressing? What are our unique problems arising from our own spaces?

    1. click

      OED defines:

      click, v.1

      (klɪk)

      [Found only since 16th c.: it agrees in form and sense with Du., LG., dial. Ger. klikken; also partly in sense with OF. cliquer (Cotgr.). How far these are connected is uncertain: the word is of echoic origin, and may have arisen independently in different langs. In English and Teutonic generally, it appears to stand in ablaut relation to clack, as expressing a thinner and lighter sound; cf. chip, chap, clip, clap, clink, clank.]

      1. a.1.a intr. To make the thin, dry, hard sound described under click n.1 1; spec. of a camera or of a person operating one. Also (in various senses) with following adv.

         1611 Cotgr., Cliquer, to clacke, clap, clatter, clicke it.    a 1682 [see clicking ppl. a.]    1714 Gay Sheph. Week Frid. 101 The solemn death-watch click'd the hour she died.    1816 Kirby & Sp. Entomol. (1843) II. 302 It clicks as if it was walking in pattens.    1853 Kane Grinnell Exp. xxxiii. (1856) 287 The ice sounded‥ like some one hammering a nail against the ship's side, clicking at regular intervals.    1929 C. Day Lewis Transitional Poem ii. 32 Desire clicks back Like cuckoo into clock.    1937 C. Beaton Diary 3 June in Wand. Years (1961) 311, I clicked away.    1948 Mind LVII. 485 After trying to recall a face, one often says, ‘Ah, now I remember the man you mean.’ In such cases we seem to feel something happen: something, as it were, clicks to.    1950 D. Gascoyne Vagrant 14 When Abbott's camera clicked.

      b.1.b with object of result.

         1819 Crabbe T. of Hall x. Wks. 1834 VI. 236 Who would bear his chains And hear them clicking every wretched hour.    a 1832 ― Posth. T. Wks. VIII. 17 The clock that both by night and day Click'd the short moments.

      c.1.c Of a horse: see click n.1 3.

         1713 Lond. Gaz. No. 5170/4 Sometimes clicks in his Pace.

      d.1.d fig. To meet or fall in with (a person) fortunately or at the right moment; to be successful; to fit together or agree exactly; to become friendly with someone; to strike up a rapport with (a person); to be a success in the theatre or other form of entertainment. colloq.

         1915 T. Burke Nights in Town 107 The bright boys‥saunter‥up and down that parade until they ‘click’ with one of the ‘birds’.    Ibid. 108 You have ‘clicked’. You have ‘got off’.    1921 Wodehouse Jill the Reckless viii. 120 A grey world in which, hoping to click, we merely get the raspberry.    1922 ― (title) The Clicking of Cuthbert.    1923 ― Inimit. Jeeves iv. 40 ‘Did you click?’ He sighed heavily. ‘If you mean was I successful, I must answer in the negative.’    1926 Amer. Speech I. 436/2 [Show business slang]. A turn is said to click when it proves to be successful, or in the vernacular, ‘gets across with a bang’.    1927 Vanity Fair Nov. 67/2 He doesn't hope that he makes good. He hopes that he ‘clicks’. He trusts that he doesn't ‘flop’.    1930 Times 29 Mar. 10/4 The objects are arranged but not composed‥so that they remind you a little of people assembled harmoniously but lacking some common emotion. They don't ‘click’.    1931 J. Cannan High Table xi. 164 Getting drunk when he was trying to click with a Glasgow buyer.    1934 C. Lambert Music Ho! iii. vii. 208 Receiving the glad eye from presumably attractive girls with whom he ultimately and triumphantly ‘clicks’.    1952 V. Gollancz My Dear Timothy xx. 316 To prove satisfactorily that a lot of these devices wouldn't ‘click’.    1958 Observer 20 Apr. 14/6 Put out under pressure to fill the gap‥it [sc. the B.B.C. television programme To-Night] clicked instantly and is still the pride of British television.

      e.1.e To come in for something; spec. to get killed. Mil. colloq.

         1917 Empey From Fire Step 81, No. 1 Section had clicked for another blinking digging party.    1917 W. Muir Observ. Orderly 226 To click can be either advantageous or baneful, according to the circumstances. A soldier asks a superior for a favour, and it is granted. That soldier has clicked.‥ But he has also clicked if he is suddenly seized on to do some menial duty.    1919 Athenæum 11 July 582/2 The verb ‘click’‥has developed some passive meanings, such as to get killed.    Ibid. 8 Aug. 729/1 To ‘click for fatigue’ is to ‘come in for’ a fatigue duty at the psychological moment.    1966 Listener 22 Dec. 927/1, I came out of hibernation‥to find that I had clicked for a most alarming job.

      f.1.f To become pregnant, to conceive. colloq.

         1936 N. Coward Fumed Oak ii. ii. 58 A couple of months later you'd told me you'd clicked, you cried a hell of a lot, I remember.    1954 Landfall VIII. 228 In Wellington, just before he came down there was Heather, who had ‘clicked for a baby’.

      g.1.g To ‘ring a bell’, fall into context. colloq.

         1939 ‘M. Innes’ Stop Press ii. iv. 269 Something clicks. Tell me.    1960 A. Burgess Right to Answer ii. 37 Then the name clicked, because somebody in the town had talked about Everett.

      1. a.2.a trans. To strike with a click; to cause (anything) to make such a noise.

         1581 T. Lovell Dial. Dancing, He trips her toe, and clicks her cheek, to show what he doth crave.    1605 B. Jonson Sejanus ii. ii, Jove‥at the stroke click'd all his marble thumbs.    1654 Gayton Pleas. Notes iii. viii. 124 Humble your selves, and click your Chains to th' ground.    1830 Marryat King's Own xxxiv, They‥clicked their glasses together.    1830 Tennyson Owl, Merry milkmaids click the latch.    1918 W. Owen Let. 20 Mar. (1967) 541 Mrs. A. can click the piano quite quickly.    1930 C. V. Grimmett Getting Wickets iii. 59 The method of spinning is similar to that used in clicking the finger and thumb to attract attention.    1936 Wodehouse Laughing Gas xviii. 203 He was clicking his tongue in gentle self-reproach.    1938 J. Hilton To You, Mr. Chips i. 51 No upstart authority has yet compelled him to click his heels and begin the day with juju incantations of Heils and Vivas.    1958 M. L. Hall et al. Newnes Complete Amat. Photogr. 156 All one has to do is to point the camera and click the shutter.

      b.2.b Also with adv., as click out, click up, etc.

         1895 Westm. Gaz. 17 Apr. 8/1 How assiduously some of the political typists must have been clicking out these words of late.    1930 ‘A. Armstrong’ Taxi v. 46 And so for the next seven years the meters clicked up 1/- a mile.    1962 J. Dill in Into Orbit p. xix, A robot could easily click off pictures automatically or take measurements of radiation and heat.

      c.2.c To get, receive. Mil. colloq.

         1917 Empey From Fire Step 39 Shut your blinkin' mouth, you bloomin' idiot; do you want us to click it from the Boches?    Ibid. 65 Trench mortars started dropping ‘Minnies’ in our front line. We clicked several casualties.    1944 J. H. Fullarton Troop Target xxx. 213 They tell me Micca's a good picquet to click.

      3.3 techn. To rule with a machine pen, the wheel of which clicks.

         1869 Eng. Mech. 5 Nov. 166/1 This operation of clicking [i.e. ruling the pattern on paper] is the really curious part of the manufacture [of tartan woodwork.]    Ibid. 166/3 He ‘clicks’ his pen to the first white line‥Over sheet after sheet he clicks away.

      4.4 Printers' slang. (See quot. and clicking vbl. n. d.)

         1860 Ruse & Straker Printing 121 A work is said to be ‘clicked’ when each man works on his lines, and keeps an account thereof.


      Draft partial entry June 2001

      ▸ Computing. a.a trans. To press (one of the buttons on a mouse) and release instantaneously or hold down while performing another action; to activate (a program function) or select (a particular item) in this way, having first positioned the cursor on the appropriate part of the computer screen.

         1982 Byte (Nexis) Apr. 242 They would be selected by pointing to them with the mouse and clicking one of the buttons.    1991 Macintosh User's Guide for Macintosh PowerBook Computers ii. 11 When you click an icon, it becomes highlighted (the icon is darkened). A highlighted icon is said to be selected. A selected icon is the object of whatever action you choose next.    2000 PC World Nov. 250/3 Click an entry and drag it to the Insert menu‥When the Insert menu drops down, drag the mouse pointer to where you want the command, then release the mouse button.

      b.b intr. To press (and release) one of the buttons on a mouse; to activate a program function or select a particular item in this way, having first positioned the mouse pointer on the appropriate part of the computer screen. Freq. with on.

         1984 PC Mag. (Nexis) 17 Apr. 214 To move a window intact with a mouse, you would first click on the top left of a window and then click at the desired new location of the left-hand corner.    1989 Computer Buyer's Guide & Handbk. 7 vi. 29/2 You insert the program disk and click on the Install icon.    1991 UnixWorld Oct. 102/1 You choose the text tool and click to invoke the text dialog box.    1997 J. Seabrook Deeper v. 163 The trick was to hit a site, browse it, see a link, click on it, and get transferred to another site.

    2. Dictionaries

    3. Canaries in the Coal Mine

      Yes, who indeed is the canary and who the miner anymore?

    1. Are these offshoots mere distractions, particularly given they don’t thematically connect? Or are these blooms, taking root from the original, giving another context to the word choices that Anna made? Is the reader in me, interpreting? Or the writer in me, adding personal perspective? What role does the reader bring to a text as a writer? Why did I add images? Do the images distract or enhance the writing? What does it mean that I wrote this all in the margins of Anna’s text, and that you may never have seen it if I didn’t leave links scattered about? Does that kind of marginalized writing still have meaning? Is it public writing? Private writing? Writing?
    1. Oh and Sherri pulled together the folks who are blogging with #modigiwri.

      I have been left off of both of your lists for #Modigiwri. Did I fail to pay my membership fee?

    2. I’ve been failing miserably at the 30-day writing challenge to write at least 150 reflective words and post them

      A tweet that reflects a little differently

  4. Dec 2018
    1. re-engineered knowledge-base and micro-credentialing system

      Is this coming or am I just not seeing where it is?

    2. With support from the Bill and Melinda Gates Foundation, NWP seeks to develop new pathways which expand access to our professional learning community and support a new generation of teachers to become teacher-leaders in their local communities.

      Does this mean that we are developing and supplanting the 'signature summer institute'. Might as well considering that some, like ours is reduced to being a one-week summer course. I hate that this happened without my input and leadership.

    3. Building and promoting this infrastructure involves four goals: Create a new set of models for how local Writing Project sites can address the problem of expanding access to leadership in a sustainable, long-term way. Re-engineer the NWP 'knowledge-base' for leadership-development programs to support these new models. Develop a certification-style entry to NWP to allow local Writing Project sites to recognize and designate teacher-leaders beyond traditional attendance at Invitational Institutes. Manage dissemination both within NWP and to the broader field in order to promote use of the new infrastructure.

      No idea. Seems like a long-term survival guide that relies on Gates money instead of federal/state money. If so that seems a bit fear driven, top downist.

    4. underserved communities of teachers

      Seems like we want to serve everybody even while we are encouraging underserved to participate.

    5. BNPL supports a network of diverse local Writing Project sites in designing, testing, iterating, and disseminating new program models that expand NWP communities of practice in order to increase leadership opportunities for teachers otherwise not served by local Writing Project sites.

      Supports? How? A network? What kind? Where is it? Canany NWP local site participate and how would that look. Use cases? New program models? Seems like they are applying program models

    6. expand teacher leadership for improved literacy learning

      Purpose. OK, but what does this mean? Expand? Leadership? Literacy learning?

    7. design and dissemination effort

      What is "design and dissemination"? Sounds pretty buzzwordy.

    1. Explore

      OK, that is one way. Perhaps we can facilitate other ways in. How have people actually used this? Has this been created because the money was there to create it or was it created because of a felt AND expressed need, expresses by the users?

    2. drop-down menu or from the tiles on the Write/Learn/Lead homepage.

      Navigating, but to what purpose?

    3. Categories can be viewed

      Look into categories. Implies that you have a category or question in your head already. How do I fit my block into the right hole?

    4. Our aim has been to reflect at least a couple of realities for Writing Project teacher leaders: the urgency of finding adaptable models, such as prompts or strategies for an upcoming workshop, and the need for texts that support rich conversations and provide theoretical/scholarly foundations for our work. The summaries that introduce individual resources were written to reflect these different audiences and needs.

      It is not entirely obvious to me how I do this.

    5. The Knowledge Base

      Reminds me of the London cabbies' internal map of the city called "The Knowledge". Now all we need are some maps for how to use this. As the buzzologists say--to actualize this.

    1. A poem for annotators everywhere.

    2. Few were aware of the local school data that reported a graduation rate hovering around 50 percent for all students but 25 percent for African American male students.

      This is a legitimate "deficit narrative". Legitimate because it is fact-based but more importantly it is meant to spur action toward a "surplus narrative" where we can all have enough and more learning.

    3. I am inviting a few students from writing classes to enter into this discussion. They are insanely busy this time of year, but I will ask. Maybe others could be invited?

  5. Nov 2018
    1. tensions

      What do these tensions mean? Opposites? Maybe what Robert Fritz talks about in his book, The Path of Least Resistance

    1. Maybe this isn’t the end. Maybe this is just the start.

      AS I remarked in Storybird, "X" marks the start, not the spot.

      A bit more...

    2. threshold, as Terry called it, of the conversation.

      We cross these thresholds all the time. Mostly we do not acknowledge them as boundaries at all. Mostly we do not note how they 'feel' and what the feeling means. Unaware, we fiddle while Rome burns.

    3. I simultaneously wrote what I knew I would write and let the art push me in different directions.

      Not unlike a poetic form like a sonnet. We work within the constraints of the form and find, to our joy, they are no constraints at all. They are liberating.

    4. this kind of platform adventure
    5. a blog post that tracks the flow over the day of wandering and wondering

      This is what I call a feldgang. Here is a previous blog post helping to explain the concept.

    1. In other words, in addition to the analysis of threats to critical scholarship that are unequivocally positioned as coming from ‘the outside’, we need to examine what it is about ‘the inside’ – and, particularly, about the boundaries between ‘out’ and ‘in’ – that helps perpetuate the status quo.

      Threats, existential or otherwise, spring from everywhere. We need to know them well wherever they arise and however they threaten. NO BLIND SPOTS.

    2. In this, I am fully in agreement with Latour that it is important to keep tabs on the difference between matters of fact, and maters of concern; and, perhaps most disturbingly, think about whether we want to stake out the claim for defining the latter on the monopoly on producing the former.

      No idea what this means.

    3. other Messianic visions

      Jerusalem ["And did those feet in ancient time"] BY WILLIAM BLAKE And did those feet in ancient time Walk upon Englands mountains green: And was the holy Lamb of God, On Englands pleasant pastures seen!

      And did the Countenance Divine, Shine forth upon our clouded hills? And was Jerusalem builded here, Among these dark Satanic Mills?

      Bring me my Bow of burning gold: Bring me my arrows of desire: Bring me my Spear: O clouds unfold! Bring me my Chariot of fire!

      I will not cease from Mental Fight, Nor shall my sword sleep in my hand: Till we have built Jerusalem, In Englands green & pleasant Land.

      Source: Preface to Milton a Poem. (1810)

    4. disavowals of social privilege (“I come from a working class background”), which, admirable as they may be, unfortunately only serve to justify the hierarchical nature of academia and its selection procedures (“I definitely deserve to be here, because look at all the odds I had to beat in order to get here in the first place”).

      Great example.

    5. tenure track

      tenure track = business class flying: same kind of justification to entitlement.

    6. What can explain the relationship between the relative proliferation of critique, and relative paucity of resistance?

      Worthy question. perhaps one answer might be 'risk', the energy needed to take risk is considerable.

  6. Oct 2018
    1. between Stephen Downes and George Siemens

      Here is a Vialogue version of this conversation. Join for free then join in the free for all: https://vialogues.com/vialogues/play/46987/

    2. Why are we teaching in a way that is counterintuitive and not personally satisfying to students? 

      I cannot teach to or even toward the idea of satisfaction. It makes no sense to me. We make an assumption in this: teaching evokes learning. We teach;therefore, they learn. I apply this to all teaching, even what is generally acknowledged as good teaching. The assumption does not hold.

    1. I read books for research every day .  This is a kind of alternate dimension for the digital world, as most commentary focuses on easily Web-available content.  Like podcasts, I find print underappreciated for the technology and education scene.

      paper text

    2. 2. Sense, or Reflections Working through the above material, I make several determinations.  I look for patterns and signals of possible futures, sketches of emerging trends which can shape what comes next.  Repetition of the same story or pattern across channels can be useful in this regard. I draw on my experience, my intuition, and context to assess the utility of each story. I like to reflect while immersed in the digital world, searching for context and commentary, then taking myself offline.  In the home office this can mean taking a walk, working on the homestead, or doing physical exercise.  This frees up my mind to range  broadly and to be more creative. Then I consider how best to share these thoughts and discoveries in a way that adds value.  So I weigh audiences and their needs, venues, and ways of entering conversations.  Which brings us to…

      sense

    3. 3. Share, or Outputs Where to share my questions, comments, broodings? A major outlet is social media, such as comments on someone’s blog post, a Facebook update, a Google+ post, or, most commonly, a Twitter ping.  Some Web content ends up in my social bookmarks (Diigo, Pinboard, and yes, even Delicious, still).  I comment on print book readings on Goodreads (NB: both for research and entertainment). Longer reflections appear as posts on this very blog.  I always hope for discussion, rather than static posting from these social media emissions. My work involves a steady stream of presentations, both face-to-face and virtual, and these information inputs naturally end up there (some on Slideshare).  Every month I publish another Future Trends in Technology and Education report, largely driven by this process. At greater length and temporal remove from this daily torrent of info-wrangling are my articles and books; reflections ultimately land therein.

      share

    4. Final thoughts: seeking, sensing, sharing, I developed this routine over nearly a decade, trying out many strategies and often discarding them.  It requires some time to monitor and tweak: adding and subtracting Twitter follow-ees, checking time spent on a resource versus rewards gained.  This routine owes much to friends and acquaintances who have done similar work and shared it with the world, such as Howard Rheingold and Stephen Downes. How about you?   What’s your routine like?  What do you make of my wrangling setup?

      Final thoughts

    5. Twitter is my main social media feed these days, after RSS.  I have curated lists of Twitterers based, like my RSS feeds, on my research and consulting work.  So there are columns in my Tweetdeck labeled Futurists, Political Folks, Educational Technologists, and so on.  Unlike RSS or email, I check Twitter fairly continuously during a given day

      twitter

    6. Email: some content appears through this ancient internet technology.  There are still newsletters and listservs where people share content they don’t duplicate elsewhere.  Digital Book World, for example, has a nice bulletin, as does the Dispatches from the Future of Museums.  And individuals sometimes contact me by email with questions, suggestions, and news.  As said earlier, I try to take care of all email before noon, a la Inbox Zero.

      email

    7. Podcasts: I find these to be both underappreciated and very useful.  Some I listen to for content, while I follow others in a mixture of pleasure and learning more about the podcast craft (annotated list here).  I consume most podcasts while away from laptop and phone: while driving, working on the land, doing a physical workout (treadmill, kettlebells, etc.), or doing housework.  Depending on the format and tendencies of a podcast, I might be able to listen to them while doing laptop work – i.e., if a show’s style is leisurely, or I’m not interested in all of its contents.

      pods

    8. 1. Seek, or Inputs I find stuff, or stuff finds me, throughout the waking day.  Some of this is continuous, while the rest is punctuated.  Continuous is social media, while email and much RSS I try to finish before noon. Materials arrive by the following routes: RSS: I have several hundred feeds organized into 45 folders.   These are arranged according to various aspects of my consulting and research, with topics like libraries, mobile learning, semantic Web, current and past clients, etc.  Most feeds are blogs, while some are queries or podcasts (see below). Which reader do I use?  After discussion earlier this year, I rely on two.  Digg’s Reader is my laptop go-to tool.  My phone prefers Feedly.  Neither is as satisfying as Google’s late, lamented Reader, but they are the next best things for now.

      seek

    1. Please respond with the following media: text, images, animated gifs, YouTubes.

      By response I mean agree, disagree, tell a story, tell emojis. Whatevs, but respond.

      And you can reply to each others' responses.

    1. The communications industry could use 20% of all the world’s electricity by 2025
    2. Please respond to the text as you will: emojis, agree, disagree, both, videos, images, and whatever will fit in the box.

  7. Sep 2018
    1. bearing their witness

      In the end, amid protestations of empathy and care and love, bearing witness in utter silence is all I can do. The things she carries are what she carries. I cannot carry them. I carry my own things. I am sorry and silent.

    2. Carrying something
    3. a world scarred with forbidding, categorical borders.

      I think of all the border, margins and boundaries that have doors and thresholds and guardians on them.

    4. Witnessed by God

      If God is the witness, both writer and reader, then God, if good, must be empathic toward his creations. Hard to imagine what kind of empathy allows such horror.

    5. submitting to God’s will is the only way I have not to go utterly mad with grief fighting it?

      Another form of distancing for survival? What makes the mind adaptable like this? How did the world fashion us to be like this? Or at least some of us to be like this?

    6. But these are theoretical questions, questions of technique, and ultimately ways of distancing myself somehow from a raw wound at the core that simply and only begs to be told, no matter how.

      Writing as a shield, a way to get between the raw core wound and the rest of the world. The raw wound has a mouth and will tell its story.

    1. See how it makes you feel

      Am I supposed to feel a certain way? Feels manipulative and I haven't even looked at it yet.

    1. —Esko Kilpi (via several Twitter conversations)

      Gotta admit that most of these de-contextualized tweets are fascinating abstractions, but hard for me to 'get' out of their original homes.

    2. Understanding networks, weaving networks, and contributing to networks (the integration of learning & work) are today’s critical skills. Complex things cannot be learned except by shared experience and our networks can help us share. In today’s world, you are only as good as your network.

      Damn this is a passel of assumptions, perhaps a tangle of them.

    3. brian-eno-on-genius-and-scenius

      A very wryly intelligent group of folks in the comments at this link. I am reminded of the origins of the word genius--the spirit of a place

      OED:

      "1.1 With reference to classical pagan belief: The tutelary god or attendant spirit allotted to every person at his birth, to govern his fortunes and determine his character, and finally to conduct him out of the world; also, the tutelary and controlling spirit similarly connected with a place, an institution, etc. (Now only in sing.)    In the first two quots. Genius is the proper name of an allegorical person who in the Rom. de la Rose represents the native moral instincts of mankind as setting bounds to the range of sexual passion."

    4. This is how blogging works.

      For example--blogging is cooperative sharing with long-term value.

    5. collaboration happens around some kind of plan or structure, while cooperation presumes the freedom of individuals to join and participate.

      I had never made this distinction before.

    6. Here is a basic structure
      1. Get new ideas from your networks.
      2. Filter ideas through conversations in cop's.
      3. Make new stuff together or separately in trusted affinity spaces.
      4. Share creations with 'teams' or cop's or networks.
    7. But training does little for creativity.

      I think of training as the core of creativity.

    8. Think of yourself as a freelancer for life and always nurture your networks, no matter what.

      I have said almost these same words in my classroom. I would love to extend this to my department. I am part of our facdev efforts although I am technically not on their official committee I insert myself into the mix. I should view this is a crucial part of my network. I should make every effort to nurture it.

    9. Traditional jobs are not coming back.

      There seem to be niches where this is not true. For example, in Tokyo I have read that there are 10000 potters making a living. You would have to, right, in Tokyo. So expensive.

      Sometimes the traditional and the cutting edge cross paths.

    10. Network-centric questions would be, “What are you learning?” or “Who are you learning from?”

      What are you learning and who are you learning from would be great questions to ask in small group settings.

    1. the poet’s mind must be separate

      Yes, suspended and in the hammock always. That is the remit for a poet.

    2. the poet suspended

      A hammock--a liminal space

    3. Not a smug ha ha but an exultant aha!

      There is so much in Rumi that parallels this.

    4. as if I can trust this to be my final take on it)

      It won't be.

    5. Wright was attesting to failure,

      Yes.

    6. “Archaic Torso of Apollo.”

      Archaic Torso of Apollo Rainer Maria Rilke, 1875 - 1926

      We cannot know his legendary head with eyes like ripening fruit. And yet his torso is still suffused with brilliance from inside, like a lamp, in which his gaze, now turned to low,

      gleams in all its power. Otherwise the curved breast could not dazzle you so, nor could a smile run through the placid hips and thighs to that dark center where procreation flared.

      Otherwise this stone would seem defaced beneath the translucent cascade of the shoulders and would not glisten like a wild beast’s fur:

      would not, from all the borders of itself, burst like a star: for here there is no place that does not see you. You must change your life.

    7. I have wasted my life.

      Well...OK, this is the gut punch. From my own personal experience on my farm, I feel the same. This morning I saw a a pair of juvenile greater blue herons flying across the creek and then gone. We have at least three nesting pairs of herons on our farm down by the same creek. I feel a wildly inappropriate sense of having helped this brand new mated pair of herons come into being. And then I feel that nothing else in my academic life compares to that. I, too, have wasted my life. It is not a reasonable line of argument. It is a gut feelilng as Wright lays the earlier observational truth upon us. Who can stand in the wake of nature's creative force? Pan always wins.

    8. I lean back

      All these directionals: over, down, distant, right, up, lean back,over. Why is it so important that Wright makes dead sure that the reader is alway properly oriented? Or is it just the natural orientation of someone in a hammock?

    9. Blaze up like golden stones.

      Reflective fire? Inner fire? Is this poem an example of reflective or radiant (inner) fire?

    10. droppings

      All these quotidien observations include old horse droppings are made golden by that field of sunlight.

    11. a field of sunlight

      Here is the middle distance, a field of sunlight framed by the dark pines.

    12. the distances of the afternoon

      Wright moves from the close up to the long shot, from the butterfly to the distant cowbell.

    13. cowbells follow one another

      Not the cows, but the cowbells. The cowbells are the first order image and lurking behind are the cows.

    14. Down the ravine

      Wright never allows us to forget how the imagery is coming to him and no one else. He is the intermediary. He sees. He hears. He observes.

    15. Asleep

      Do butterfly sleep perchance to dream?

    16. the bronze butterfly

      Here is a link to info about the bronze butterfly: http://www.gardenswithwings.com/butterfly/Bronze%20Copper/index.html

    17. Patricia Hampl is the author, most recently, of The Art of the Wasted Day.

      Link to preview edition on Google Books: https://goo.gl/NEhdBH

    1. U.S. Poet Laureate Tracy K. Smith, who teaches at Princeton University, wonders if the unsettled tenor of our times is drawing people, especially young people, back to verse.

      My money is, in part, on this explanation. Poetry gives a semblance of control to world. At least it does for me.

    1. inculcatingdominant culture into disadvantaged groups.

      This sounds like classic integration, melting pot thinking. Am I reading this right?

    2. There is, however, an alternative pedagogy, Freireargues, based on dialogue between teacher and taught around problems originating with the student.

      In the U.S. the citizen school movement as represented by the Highlander School did exactly this in the South in the 50's and 60's. And Myles Horton is the dude to read to get a feel for this alternative pedagogy.

    3. It is designed to dispelillusions that schooling can be a vehicle of social transformation,

      I feel much the same way about school reform--just so much jive.

    4. privilege of not seeing themselves as privileged

      I am reminded of W.E.B DuBois' double consciousness:

      It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness,—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.

  8. Aug 2018
    1. how do you want to live it ?

      Is there only one way to live your life? This is such a good life question? Could this be an entry question? Could this be a good I-Search question? How do I want to live my life as a learner?

    1. Norwegian researcher Anne Mangen pinpoints differences in how older students sequence the details of plot, which can go missing when reading at a more surface level.

      I had a similar experience in my composition class as we did some slow, close reading. Ask me about it. It is astonishing.

    2. With sudden and complete clarity, I saw what would happen if those children could not learn the seemingly simple act of passage into a culture based on literacy.

      Literacy is not a privilege, it is a survival skill, a life rope. Just imagine (and I very much suspect that skill will be retarded in a digital only world) the world that you know not. You will never cry for Boxer in Animal Farm, you will not know the horror of the suicides in Dante's Hell, you won't feel the triumph and defeat of Atticus Finch. So much. So very much.

    3. Young reading brains are evolving without a ripple of concern from most people, even though more and more of our youths are not reading other than what is required, and often not even that: “tl; dr” (too long; didn’t read).

      And how often are they finding that what little reading they have done, is a game hardly worth the candle. Digital crowds out analog. Why?

    4. It is more difficult still with children, whose attention is continuously distracted and flooded by stimuli that will never be consolidated in their reservoirs of knowledge.

      Evidence? N of !?

    5. What we read, how we read, and why we read change how we think.
    6. Human beings were never born to read.

      The Gutenberg Pause is unnatural? Humans were born to make sense...in any way imaginable. Reading is just another way to make sense of the world. A technology.

    7. Like a phantom limb, you remember who you were as a reader but cannot summon that “attentive ghost” with the joy you once felt in being transported somewhere outside the self.

      I know this feeling. This summer I made it a point to rediscover analog reading. I really had a handle on this for awhile, lost it, then re-engaged with my new tablet hardware, ReMarkable.

    8. The quality of our reading is not only an index of the quality of our thought; it is our best-known route to developing whole new pathways in the cerebral evolution of our species.

      Again, is this true? I think the qualifier "an index" makes it mostly true. And it is a gateway technology for future proofing yourself in the world.

  9. Jul 2018
    1. Whenever I visit her, I ask again. "I don't know," she says, rocking, closing her eyes. "We were as surprised as you."

      She asks how they did it. Mom responds: don't know, a mystery to us too.

    2. And I still wonder how they did it, slipped that quarter under my pillow, made those perfect footprints...

      The author repeats her wonder at how they played the tooth fairy so well considering how things went later.

    3. She's a nurse on the graveyard shift, Comes home mornings and calls me, Drinks her dark beer and goes to bed.

      My mother in present day is a nurse who works third shift. She calls me in morning and drinks a beer to go to sleep.

    4. He lives alone in Oregon now, dying of a rare bone disease. His face stippled gray, his ankles clotted beneath wool socks.

      Back to the present day . My dad is dying from bone cancer and looks terrible.

    5. I can still remember her print dresses

      I see her in her print dresses.

    6. It's harder to believe the years that followed, the palms curled into fists, a floor of broken dishes, her chainsmoking through long silences, him punching holes in his walls.

      Flash forward to the memories of later years of violence and fights and silence and more violence.

    7. My mother must have been a beauty then, sitting at the kitchen table with him, a warm breeze lifting her embroidered curtains, waiting for me to fall asleep.

      Imagining how beautiful my young mother was back then, waiting patiently at the window for me to go to sleep.

    8. with a love so quiet, I still can't hear it.

      They did it so quietly I can't even imagine it even now. How did they do it?

    9. They brushed a quarter with glue and glitter, slipped in on bare feet, and without waking me painted rows of delicate gold footprints on my sheets

      My parents really got into being the tooth fairies for me by making a fancy quarter to put under my pillow as well as faking some footprints on my sheets all while I was asleep!

  10. Jun 2018
    1. My goals in reading this article:

      What can I do to use this in my composition classes? How can I use this in my professional learning? What can I share with my colleagues?

      We can share our purposes here in the Page notes. We can collaborate and help each other. We can work separately but visible to others.

    1. Here are some issues I have as this annotatory process grows.

      1. If the annotation continues over a period of weeks, then how can we attend to it?
      2. If an annotation flashmob's mentality is "one and done", then should we not say that from the beginning?
      3. How can we keep the spirit of care and vulnerability as issues become more fractious and as weaker ties begin to crowd into the annotation space?
    2. Critical Digital Literacies

      I am more and more drawn to the work of Damon Centola on the spread of 'behaviors' through networks. I would like to substitute "behaviors' for literacy and begin to apply Centola's work in the classroom. He has a new book coming out on Monday and I have put a talk of his on Vialogues so that we can annotate that: https://vialogues.com/vialogues/play/44449

      Aside: When an annotated space reaches a critical mass I think we need summary behaviors or further highlighting and notification procedures. Kevin has already done so in one post. We might call these emergent writing or emergent behaviors.

    3. Might consider a slightly more focused trim tab here in this all-page annotation box. This isn't to say that, if invited, improvisation is not encouraged. It must be. House rules gotta make this a playground not a prison.

    4. we also need to begin thinking like artists, web designers, recording engineers, photographers, and filmmakers.

      Look no further than this annotation box for all that you suggest. Hypothes.is annotation is a multimedia genre all on its own in the process of being born. It is an ideal medium for teaching the old ways of writing and reading as well as the new ways of responding and creating. It is in its infancy and not locked down and scaffolded to death. So uptown.

      https://www.youtube.com/watch?v=EmnSm_d2ll4

    5. we need to provide intellectual and emotional space for students to explore new ideas, gather their own evidence, and present academic arguments through media other than just the printed word.

      I couldn't agree more. The big problem for us all is that often these spaces are so locked down, so scaffolded, so assessment driven that I despair of the system that created them and their capacity to create these spaces. I know we can do it and have done it, but do these exceptions prove my point? I do not want to come across as a ed-apocalyptic. Hell, the industrial model of learning is alive and "well" and shows little sign of abating.

      I have to wonder if school is not, as Ivan Illich coined it, iatrogenic. Further, as a person who naturally "keeps on" (I have been a sheep farmer for over 30 years!) Are we guilty of educational iatrogenesis?

      I also have to wonder whether we are all a bunch of Boxers saying, "I will work harder." Present company excluded.

      Alison Gopnik argues that the youth of each generation are the product development branch of their cohort. They 'grow' the tools they need to solve the wicked problems of now. I want to help them do that. I do not want to give them the tools to solve the problems of the previous generation. We need to give them the space to make and do anew, but I want us to be more like concierges, not sages or masters. If this requires a new model then I say bring the revolution. It's coming anyway might as well join their camp.

    6. must keep the focus first on best practices

      Good practices? Here are a couple of critiques of the phrase best practices.

      1. When “Best Practice” is Bad Practice

      1. Best Practices Are the Worst

      Not trying to nitpick here, but as a teacher I find it more important to be able to look at any writing practice (digital or otherwise) and see how it fits my learners and our learning niche. I am always surprised at what works and what doesn't and how the trifling-est practice sometimes works. I understand, too, that the reason we propose 'best practice' and do research to determine what is best practice is to pare down on the universe of options available to us as teachers and learners. As an experiment ask a student what they might consider best practice for learning a particular thing and I think you might be surprised. Oh, right, students don't enter into best practice except as we practice it upon them.

    7. Digital Writing

      Is the phrase "digital writing" as fraught as "digital native"? Or has it morphed into just plain writing? I still find myself bridging the gap analog -digital gap. For example, a summer goal is to make annotation of pdf's as close to paper as I can. I invested in a reMarkable tablet to make this happen. Do I consider it "digital writing"--yes and no. It is the merging of digital and analog. I do it so as to have less friction and quicker feedback with students. None of this matters if students can't take in the feedback or if my feedback sucks, but that is another pedagogic and compositional concern.

    1. National Writing Project’s Connected Learning Massive, Open, Online Collaboration (CLMOOC)

      That little apostrophe holds a world in it. Who owns CLMOOC? I raised this question very early on in the many iterations of it. NWP paid the first couple of groups of facilitators. Does that mean they own it? Or is this more of an example of 'usufruct'--we all get the 'use of the fruit' of CLMOOC. The question of 'open' cannot be answered to my satisfaction until we know the answer to this. Personally, if any one entity owns it then the idea of participatory design is a bit of a hoax, perhaps a mass-delusion. All the overt levers of power and participation seem quite open. Maybe the progenitors should have issued a DNR order at the very beginning or even an agreed upon closing/sunset date?

    2. participatory design
    1. Here is my sense of the topics that resonated most clearly:

      Here is my sense of what you say in translation:

      A Numbered LIst

      1. I am aware, so aware, that definitions rule. They make us imagine our practice.
      2. I am aware that less is so often more.
      3. The R&D arm of each generation is already at work constraining and cajoling.
      4. Our poets and dogs drag home the damndest things: bones, mirrors and seeds.
      5. And still it is not enough.
      6. The margins are a moving target that even its authors may no longer recognize.
      7. Even if Yeats is right and the best lack all conviction and the worst are full of passionate hootery, we still note our thanks, we continue to add to the pile, and we keep open and keep on. and get down now.

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

    2. prob

      Probably Possibly Maybe Could be Don't know

      https://www.youtube.com/watch?v=FyFwko9O2UE

    3. Margins

      Margins and boundaries are at the heart of ego. Having them makes us strong in the world, but they also render the world as more rigid, defined, and static than it really is. Korzybski's admonition that "the map is not the territory" is never more true than when we are discussing margins and boundaries. Teaching is quite a bit less than the "2+2=4" that I think Troy Hicks points to in his comment about how 30 years of work in digital writing give us some certainty. It's a collection of practices that you can try and most of which have worked more than once and, as such, are worth trying again.That's about it. No certitude there. And that should not discourage anyone who thinks of reading and writing as more art than science.

    1. Will you take my hand?
    2. Will you stop with me a while,

      Yes, I will.

      Stopping by Woods on a Snowy Evening BY ROBERT FROST Whose woods these are I think I know.<br> His house is in the village though;<br> He will not see me stopping here<br> To watch his woods fill up with snow.

      My little horse must think it queer<br> To stop without a farmhouse near<br> Between the woods and frozen lake<br> The darkest evening of the year.

      He gives his harness bells a shake<br> To ask if there is some mistake.<br> The only other sound’s the sweep<br> Of easy wind and downy flake.

      The woods are lovely, dark and deep,<br> But I have promises to keep,<br> And miles to go before I sleep,<br> And miles to go before I sleep.

    3. Will you stop with me a while, And while away the time?

      Yes, I will.

    4. And furlongs still to make.

      This Kentucky boy cannot hear the word 'furlong' without thinking of the greatest thoroughbred to ever live, Secretariat. The Triple Crown Races for 1973 culminated in a Belmont Stakes victory of over 20 lengths and a track record over a mile and a half over two seconds faster than previous. https://www.youtube.com/watch?v=V18ui3Rtjz4 His jockey applied no whip. Hands only the entire race. That horse was racing for the sheer joy of it. I did see another of the greatest horses ever, Forego. He had heart and more of it as he grew older. I was on the rail when I saw him win one of his last races. Furlongs with heart. Rising out of the rubble from the back of the pack he rated his competition even better than Secretariat and then would move past exactly like Secretariat did in his Derby Run. Cruising. No whip. It is a sight to see. And they really do "thunder by" the furlongs. I shiver remembering.

    1. I have not seen one like this yet.

      Nor I. Could this happen? It is the kind of work I see happening more often if folks had a universal income and Medicare for All. I also see this annotation work as a way to prototype freely all the ideas needed for solving a problem and then applying them. Sounds like the work of 'schools'. I have mentioned in other places the work of Alison Gopnik. She argues that the young are the research and development branch of every generation:

      Babies are the R&D department of the human species. Evolution seems to have solved this problem by giving us a division of labor where the young creatures get to learn and imagine and think of possibilities. And then us old creatures take what we learned as children and actually put it to use.

  11. May 2018
    1. an American woodpecker that often feeds on ants on the ground.

      I used to see these birds by the dozens. Flocks of them on the winter pastures. Great explosive birds on the wing. Now, not so much. Flicker collapse.

    1. The man who knows that nothing in demand is out of production soon expects that nothing produced can be out of demand.

      This keeps rolling around in my head, one marble in a Chinese Checkers tin. And I am not asking what does this mean, but rather what could this mean?

  12. Apr 2018
    1. Only by channeling dollars away from the institutions which now treat health, education, and welfare can the further impoverishment resulting from their disabling side effects be stopped.

      Did you know Illich invented the term "iatrogenesis", sickness induced by medical activity. Is there educational iatrogenesis. Yes. Anyone who teaches knows this is true. That is why it is so important to hand over the reins of learning to your students as soon as possible. As Blake noted in "Proverbs of Heaven and Hell", the tygers of wrath are wiser than the horses of instruction. This is why we 'unschooled' all of our children. Exactly why.

    2. deschooled milieu

      love the rhyme Sorry, can't help by add this just for the...giggles.

    1. %0#$!204%).!<&%!#0I!0'()4$*&#46!1*22,34%:(2$!50!%0J0%20'!*#$&!$.0!204%).!<&%!$.0*%!*#2$*$($*&#46!*#J0%20^!0'()4$*&#46!5,64%I.*).!.0*;.$0#!$.0!&BB&%$(#*$/!<&%!04).!&#0!$&!$%4#2<&%:!04).!:&:0#$!&<!.*2!6*J*#;!*#$&!&#0!&<!604%#*#;O!2.4%*#;O

      Networks (back and forth) not funnels (one way). If this isn't a summing up of CLMOOC, I don't know what is.

    2. J0%0$$!?0*:0%K!

      Reimer was good friends with Illich when they were both in Puerto Rico. Classic networking IRL. Here is a free copy of Reimer's book, School Is Dead.

  13. Mar 2018
    1. ti-blackness.

      and anti-everything-but-white-ness

    2. A pedagogy of healing

      I highlighted this callout text three time before I tried to comment here. pause I don't want to be a pedagogue. I am not a healer. I don't even know how to heal others. Most healers will tell you that mostly they just facilitate self-healing. Is this a possible healing? pause I haven't read all of this yet, but I am not sure I want the responsibility of 'transformative tools' that get applied to others. Maybe we can open up a space for all students to choose tools of transformation that are apt for them.

    3. A game to play as you begin this annotation or one to end with after you have done with it: an empathy map.

      Here is another set of directions.

    1. wintry fever

      the opposite of green fuse? simply another season? Two seasons:the quick and the dead, zero and one, love and death, time and ...nothingness?

    2. time has ticked a heaven round the stars

      omg, the heavens are a clock, there is a second hand ticking, as it ticks it creates the heavens. Time is the greater creator and destroyer. It ticks into the present and we are here and it ticks again and we are gone, to be replaced by another and another tick.

    3. heaven

      I thought of heaven as an eternity, no time, time out of time.

    4. The first stanza describes the human condition.

    5. The lips of time

      is the force, time?

      https://goo.gl/tSMCkx

    6. I am dumb

      I can speak.

    7. I am dumb

      I am dumb

    8. leech

      not a happy tone--parasitic. time is a parasite. it sucks time from us in order to live?

    9. I am dumb

      ironic--he isn't dumb is he? He is speaking out loud in a mysterioius way?

    10. The hand

      is this the force by another name?

    11. I am dumb

      The "I" could also be generalized to us all.

    12. The force

      It occurs to me that the poet is doing the opposite of what we usually think--the repetition is at the beginning of the line. And the poet is complaining and comparing constantly. What's with that?

    13. Drives my green age

      comparison between flower and poet.