working on.... not doing ourselves in.
story 1:
situation:
ed conversations tend to always lean toward achievement/success.
noticeable observation:
connotations invariably mean... comparison of test scores on content
response:
none really. we keep on having them. wasting valuable time and money on what we're used to doing rather than questioning what really matters.
wondering:
what if we could realize the sabotage we are doing ourselves... (no one intentionally.. i honestly believe everyone wants good)... and walk away from the verbiage we keep blindly using.
what if we zoom out and start to see that the hard work we keep on doing is frighteningly similar to a stationary bike.
story 2:
situation:
Cathy Davidson is offering a course.. that will obviously require committed kids and will obviously get a rigorous run from them.
noticeable observation:
the kids are receiving no credit.
response:
that can't be fair... we need to get them credit
wondering:
is this outcry for fairness actually a disservice.. compromising the act of learning. do we need to get them "credit" or do we need to give credit up and let this project validate itself. we assume an injustice when we hear no credit. perhaps it's the credit that is the cause of the disjust. why must we mark a learning with a grade or a credit or a degree. why can't it be more like real life. and the action that comes to fruition is the reward/record/whatever of success/validation/accountability_______________________________________