You are following through and I am up early this morning trying to honor your intention--reciprocation, to me the most powerful social reason of all. Only my humble opinion.

I was feeling similar pressures from farm work and the miserable heat and humidity. I am getting up at 4 am now to get some decent head work in before I have to do the farm stuff. Don't cry for me, Argentina.

But we do want to leave it behind--the words we use--"school system" tell us exactly what is at the center--schools. What we learn are learn systems where learning is at the center which implies tacit-wise that the learner is at the center.

(http://gph.is/1e82Pef)

learner centric

Using Wikipedia’s “Wikipedians” as a general compass, only .01 — .02 % of their audience creates (contributes) to their community. Everyone else, statistically including yourself, is just a leech of the system.

"Burroughs’ output predicted the affective temporalities that social networks would make ubiquitous half a century after Naked Lunch appeared: a continuous stream of emissions less concerned with the definitiveness of any individual utterance than with the continued elaboration of a familiar presence."

I get the click of recognition with this particular quote. The world isn't so much flat as that Pharisee Friedman asserts as it has been leveled like the top of a mountain, all the energy goodies ripped out and the overburden midden gravity fed below, holler fill.

Here is the link: http://zeega.com/170893

I have just the book for you: Sentipensante Pedagogy

No, this is not extreme at all. Love has so many forms and all are worthy.

Also, watch this and be aware of what drives folks to say and think horrible thinks about the very folk they claim to trust with their kid's brains.

This is a great idea, WMWP.  Real service for your community.

Maybe that is where this argument goes. I believe that the The Master's Tools Will Never Dismantle the Master's House. Audre Lorde.

Ancillary question: care about what?

The problem for me is that this is a continuum of caring. They are oftentimes both. They define caring from each-their-own perspective. In other words the strategic students show how they care by honoring the system that assigns points to work and the intrinsic learners show they care by honoring their own inner compass. These 'definings' and 'honorings' are quite different from the way teachers and mentors define caring which are in turn quite variable.

Reminds me of Taylor Mali: What Teachers Make. Or you can just listen to the relevant snippet here: Let's Be Honest

Simon Ensor and I have been having 'picnic' conversations on this over the last couple of months. I have even had Hangouts of One (yes, I am a lonely dude) that are in part about this. In our picnics the question has taken another form: is it fun?

I am anti-communication. Just like the patent office said in 1865 about no new patents and what Bill Gates said about memory (yes, he really did say it-- [http://quoteinvestigator.com/2011/09/08/640k-enough/]) we don't really need new vintages do we?

Well...this borrowing from voice to speech is not exclusive to any culture. He just wanted an excuse to tell a joke.

This is exactly the same thinking I discuss with students when I introduce citation to them. I get the inevitable question: why do I have to do it this way? I respond with three words: tribal, logical, conventional. Not in any particular order. Linguists are descriptive, grammar marms are prescriptive. Guess who is way more interesting.

Holy, leaping jehosaphats of hyperbole, Batman. He's so hyperbolic he's asymptotic. Yeah. I said it.

Using the connotative and negative tone of pedant shows exactly how he feels.

Trying to embed something in here from the atlantic article

<iframe width="640" height="360" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" allowfullscreen="allowfullscreen" mozallowfullscreen="mozallowfullscreen" src="&lt;a href=" http:="" <a="" href="http://www.theatlantic.com" target="_blank" rel="nofollow noopener">www.theatlantic.com="" video="" iframe="" 384088="" "="" target="_blank" rel="nofollow noopener">http://www.theatlantic.com/video/iframe/384088/"></iframe> OK, that didn't work. How about a YouTube vid? <iframe width="640" height="360" src="//&lt;a href=" http:="" <a="" href="http://www.youtube.com" target="_blank" rel="nofollow noopener">www.youtube.com="" embed="" VX07m-wahOg"="" target="_blank" rel="nofollow noopener">www.youtube.com/embed/VX07m-wahOg" frameborder="0" allowfullscreen=""></iframe> OK, not embeds work so far. Not even images. Inserting images using the image url just gives you a link. Was hoping for the actual image.

similar to a telephone interview--transcripts are valuable to the visually impaired but they represent a throttling of the gestalt, the whole of voice and vision that make up the full monty that is F2F conversation.

Yeah, grammar marmism is rampant in our worlds. Some people mistake language for a machine when it is really a joshua tree or a redwood or some kind of fungus. The only disease that would kill language would be the evolution of telepathy and I don't think that would do it. To adapt Johnny Paycheck: take your rules Mr. Heller and shove 'em.

Interesting choice of word order here: author and professor instead of professor and author.