Friday, September 30, 2011

the elephant on campus




and more from Dale's post here: http://www.uncollege.org/archives/1371

seth godin

weird excerpt

Today we can see that the post-industrial age and the Internet permit a different sort of power, one of silos and smaller but tighter networks. Now, there’s an incentive to fragment instead of coalesce. And given the choice, given the chance to be weird, more and more of us are taking that chance.

Thursday, September 29, 2011

mary catherine bateson

ongoing quotes (see previous posts) from her brilliant book: peripheral visions

mary catherine is the daughter of margaret mead. 
Never doubt that a small group of committed people can change the world. Indeed, it is the only thing that ever has.   - -Margaret Mead


p. 212 - rings to true of Illich (focus of change) and Erica McWilliams (key skill - usefully ignorant)
it is a mistake to try to reform the educational system without revising our sense of ourselves as learning beings, following a path from birth to death that is longer and more unpredictable than ever before only when that is done will we be in a position to reconstruct educational systems where teachers model learning rather than authority, so that schooling will fit in and perform its limited task within the larger framework of learning before and after and alongside. the avalanche of changes taking place around the world, the changed we should be facing at home, all come as reminders that of all the skills learned in school the most important is the skill to learn over a lifetime those things that no one, including the teachers, yet understands.


my own greatest resource as a teacher is the learned willingness to wing it in public, knowing that i will be faced with unexpected questions, some fo which i cannot answer: this is the challenge - improvising, learning on the job- that my students will confront all their lives. 


p. 207 - on rhizomes
affirming patterns already learned would mean a profound modification of te teacher student relationship: skills achieved could be built upon or varied rather than replaced and students could be treated as expert sources on their own experience. 


p. 203
most of learning of a lifetime, including much that is learned in school, never shows up in a curriculum. when school begins much of this invisible learning is negative: the inadequacy of parents as sources, the irrelevance of play, the unacceptability of imagination. school teaches the contextualization of learning and the importance of keeping different areas of life separate: home from the workplace, Sundays from weekdays, and work from play. 


p. 202
the safest and richest journeys through adolescence are those of children who discover some area of skill that becomes their very own, focusing energies and demanding for at least part of the day a hones and delicious alertness. building model planes, ballet dancing, riding, computer hacking, basketball playing, working on a novel in secret, any of these, whether or not it promises a way of making a living later in life, can become a standard for feeling fully alive. a tool - a chisel, a guitar; or in my day a slide rule - taken up and recognized as a part of the self, can become the organizer of attention and commitment. such discoveries taking place outside of school, may be labeled antisocial, and children wo wither in school may blossom in the acquisition of street wisdom and be punished for it. commitment can be costly, setting children at odds with educational systems.
because schools insist on a set range of subject matters, even those children who have fallen in love with chemistry are required to study literature and vice versa. in a society going through rapid change, a diversity of subject matter is all to the good but it is one of the reasons why schools are at odds with the paths of learning as coming home. colleges sometimes become so preoccupied with "well-roundedness" that they discriminate against the happy few who have, the Hopkins's words, "found the dominant of [their]range and state." we are not skilled at offering students pathways through their preoccupations to a broader perspective, as care for one child can grow into concern for all children.
the minor tragedies of lost delight in learning echo the tales of star-crossed lovers of religious martyrs. edna millay wrote, "euclid alone has looked on beauty bare," but we can only hope euclid would have been captured by the beauty of geometry if he had encountered it in school. most children are not; most school systems do not expect them to be. every child who learns to walk is enraptured by the new skill, but few schools promote the same experience. 
we do not expect most children to cleave to geometry or int the final couplet of a sonnet, as to a revelation of who they are. yet the human species has been honed through aeons of evolutionary change for readiness to learn, in small ways as well as in the dramatic ways i have been speaking of. each new recognition of pattern, each appropriated skill, could offer  moment of homecoming, building toward an understanding and a capacity to participate ina  complex social and biological world. it is in the sense that the model of learning as coming home can inform schooling.

p. 198
this is a kind of learning we know less about, learning that evokes the very being of the learner. in all the learning that involves the introduction of some alien skill, adaptive responses - seeking rewards or avoiding punishment - so play a part, but the learning itself doesnt not match an innate adaptive pattern no innate readiness welcomes it.
much of traditional schooling is concerned with making children devote themselves to studies that make no sense in the context of their lives. sleepiness is approximated by apathy, coercion, punitive levels of boredom. research studies on human learning used to be dones on college sophomores required to do taks in the context of the classroom - the equivalent of sleepy rats. nowadays it is more common to pay research subjects, using a carrot instead of a stick to involve them in tasks with no intrinsic rewards, and the same habit is spreading in anthropological fieldwork. yet for a species like ours, whos survivial depends upon learning, it must be intrinsically rewarding, like sex. it may be that the whole process of education prepares children for the self alienation of civilized adulthood by turning them into permanently *sleepy rats too docile to bite.

*sleepy rats:
p. 197
there is another literature about learning based on experiments with laboratory pigeons and rats. this applies across species, separated from the shape of lives, and for a long time has little to say about becoming a viable pigeon or a successful rat or an inquiring human being. my father fold a story of a psychologist who was asked whether, since rats are essentially nocturnal, he had ever tried running his experiments at night. "no way," he said. "they bite." "you see," gregory used to say, "all that theory is based ont he learning curves of sleepy rats."it is not that it might be possible to work out a percentage difference between the learning of sleepy and alert rats and in that way to correct the faulty learning curves. the sleepy rats were groping their way through a task that alert rats simply reject.

p. 197:
learning is the fundamental pattern of human adaptation, but mostly it occurs before or after or in the interstices of schooling. preoccupied with schooling, most research on hman learning is focused on learning that depends on teaching or is completed in a specified context rather than on the learning that takes place spontaneously because it fits directly into life.

seth godin

the forever recession (and the coming revolution)

Job creation is a false idol. The future is about gigs and assets and art and an ever-shifting series of partnerships and projects. It will change the fabric of our society along the way. No one is demanding that we like the change, but the sooner we see it and set out to become an irreplaceable linchpin, the faster the pain will fade, as we get down to the work that needs to be (and now can be) done.

Wednesday, September 28, 2011

malcolm gladwell

why are people so driven against the definition of genius being.. an extraordinary love.. of what they are doing..

http://www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/


Gretsky can't get hockey out of his head..
absent that you can't be a genius..

Saturday, September 24, 2011

dougald hine

define ourselves around enquiries: in other words, by what we are curious about, rather than what we are authorities on.


new post of Dougald's via @venuex - thank you Amanda

mary catherine bateson

more from her Peripheral Visions:

p. 8: self observation is the best teacher  (detox and swim videos)
p. 10: to enjoy and to live is a precondition for the capacity to learn
p. 48-50: what we have learned not to see, ... and what we have learned to impose
p. 62-63: membership both acknowledges and bridges separateness, for it is constructed across a gap of mutual incomprehension, depending always on the willingness to join in and be changed by a common dance. ...persons are human individuals shaped and succored by the reality of interdependence
p. 64: learning is fluid like the web, not linear
p. 109: to attend, to notice, ..... changes the world
p. 112: chocolate milk
p. 113: where boredom is simply irrelevant
p. 135: fractals (metaphors) make us endlessly fertile, perpetual beta
p. 138: our habits of attention work agains seeing
p. 139: groups dealing

p. 175: participation often involves skills in coping with ambiguity. "common sense" is often assumed to be truly common and to precede specialization, but it may be that "common sense" is mastered only in old age, when it is revered as "wisdom."
one conspicuous strand of contemporary debate attempts to inventory what every member of society needs to know, whether in curricula and proposed standard examinations in such more fanciful forms as e.d.hirsch, jr.'s cultural literacy, or in so-called canon. no one, it might be argued, is a full participant in american society who is not numerate and literate in english does not know enough of the rules of baseball and civics to take sides, and so on and so forth perhaps at very great length. depending on how we define full participant, it may be essential to have read melville or to understand the theory of relativity. it may also be necessary to know how to program a vcr or how to fill out an application for food stamps. no one, it might be argued is a full participant in american society who does not have some basic knowledge of histories and folkways of the diverse groups that compose that society. some knowledge of buddhism and some of vodun. but are there any competent participants in american society? young people must be prepared to feel like newly arrived immigrants through much of their lives. they need to know how to observe, how to learn, how to adapt, how to draw on other people's expertise. how to improvise and cope with only partial knowledge and how to imagine alternatives.

Friday, September 23, 2011

mary catherine bateson

chocolate milk.. what a great analogy

from her Peripheral Visions:

there have been a series of experiments in educational television, devoted to packaging reading or geography in the frenetic cadences of quiz shows, cartoons, and commercials.  
it is hard to criticize programming that seems to work in conveying something useful, but children who are given chocolate milk to get calcium into them grow up as chocolate eaters, not as milk drinkers. children prepared for school by children's television arrive better prepared for the content of their lessons but perhaps less tolerant of the rhythms of reflection and multiple return appropriate to gradual growth in understanding, for attention that is exacted tips over easily into boredom, while learning flourishes on the subtleties of recycled attention. recognizing that education should be enjoyable rather than punitive, we sometimes attempt to alleviate  boredom by making bits and pieces of education entertaining, instead of discovering and supporting those modes of activity to which the experience of boredom is simply irrelevant. 

how much are we doing this today.. with pbl, gaming, tech bling...?
not that any of those are bad if that's what geeks you out.
but used for even a kind-hearted cohersion... we're getting at the wrong thing..

let's resign from pre-scribed learning.
when a people at war become mirror images of the enemy, the war is already lost.

Richard byrne

We Video - Collaborative Online Video Editor

Seth's Blog: Talker's block

Seth's Blog: Talker's block

Simon sinek

http://blog.startwithwhy.com/refocus/2011/09/the-power-of-the-young.html

Seth godin

Seth's Blog: Like you mean it

Sunday, September 18, 2011

alex reid

the learning assessment alternatives dml badges
Education does not make you a more valuable human being; that notion is noxious.
How do we design learning to inspire students' intrinsic motivation? 
perhaps we don't design it... no?
1. how are those around  you doing
2. help players become reflective about their own play. In other words, student activities need to mirror the practices we actually wish them to perform and should be designed to encourage autonomy and reflection. 
Honestly I don't care about badges one way or the other. It's about what you do and why you do it. What I believe we must resist is mistaking real motivation and meaningful learning for increasing our value as a human commodity in the marketplace. I'm fairly sure that education doesn't make us "better" humans. I don't even think learning can make us "more" human (whatever that might be), though it could expand our experience in interesting ways. The one thing we have to prevent is schooling making us feel less human.  

welcome to badge world
So when the federal government and corporations start lining up behind badges, you really should know they have a terrible track record.But I don't want a badge. I want to be able to do something just because I want to do it, without the panoptic glare of the badge police (or the police badge for that matter). Can't I just be part of an academic blogging community where people are there because they want to be instead of pursuing some commodity?


rethinking assessment and the dml badge competition
If you learn, you are transformed. Your medals won't help you run faster or farther, but the hours of running will.If I spent long hours practicing music and learning studio recording by trial and error, which I did, the proof was in the music I produced. If I studied creative writing for my MA, the proof was in the poetry I wrote and the readings I gave. Today, I am still marked by learning and that mark is visible in the writing I publish, the courses I teach, the program I administrate, and so on. As we all know by now, you just do it. During the presentation, one of the speakers remarked that today Google is your resume. I'm fine with that. Google me. Read my blog. Download my vita. Read my Twitter feed or Facebook page. Find my articles. Read it all. I mean, that's why I wrote them, right?From the perspective of the learner, my advice would be to pay as little attention as possible to assessment. Feedback? Advice? Real engagement with your work? These are all valuable things. I welcome your comments here. Do I care if you rate my post a 1 or a 10? Do I care if you give me the "good post o' the day" badge? 

Real learning occurs without assessment  
or at least w/o outsiders assessment.. self-directed feedback loops helps learning no?

Cathy reference Reid above in her post on the badges
pasting my response - as every time i hit submit - my internet connection is lost..
Cathy.. you write above:
That's what this competition is about, seeing who has ideas, who can make ideas work, how they work, and then doing the research to learn more about what is or is not working in these new illustrative and exemplary systems.  
this is what i guess i'm not seeing from my read on the competition. it's like pbl as it's being played out in public ed. we're asking kids to be creative, self-direct, but within a given set of parameters.
a call out for ideas is wonderful. i wish it wasn't so directed/restricted to the badge idea.
especially as it's coming from places i admire/respect for their previous work, ie: you and dm&l.
people won't think about the parameters you are setting, they will just jump in submit their best ideas - within the parameters of a badge idea - because of who it's coming from. to me, that's not open. and what's worse, we'll be missing potential creativity on something we all care deeply about.
we've become addicted to educational credentialing, and we're missing what it means to be human and alive. breaking away from that addiction, in my thinking, is what will address equity. our labling need/frenzy only creates more inequity.
prejudice decreases as discrimination increases.  - Ellen Langer

Saturday, September 17, 2011

bud hunt

on badges

response to Bud..
i'm thinking this is grades of a different color Bud. a prettier color. a friendlier color. a better color no doubt. but grades/labels just the same.  i'm afraid it's another distraction that will keep good people from their potential, from being alive. i love dm&l. i love people. i hope we question more deeply - why..

Friday, September 16, 2011

dm&l

badges competition

can we use detox data in a badge manner..
at least for the time being while we're still so concerned with credentialing...
perhaps a transition..

douglas rushkoff

are jobs obsolete

Thursday, September 15, 2011

michelle holliday

ah. lovely.
have missed your insight and noticing dear.
thank you.

Wednesday, September 14, 2011

seth godin

merging/emerging

getting to bif 7

crazy request. 


kids have crafted a 4 year plan to redefine school. we are in year 2. 
getting global attention. we've experimented with phases of it the last 3 years. writing a book to share it out.


fees and place to stay have been waived/paid for 3 students and myself to attend bif 7. we believe exposure/connections to this specific group of innovators would be huge. 


in need of 4 plane tickets from dia sept 19 to pvd, return trip on sept 22
please pass along to whoever might be able to help. we believe plan will be vehicle to social change.

Tuesday, September 13, 2011

seth godin

confusing obedience with self-control


structure is a given. who's creating it.. makes all the difference.

Monday, September 12, 2011

seth godin

alternative to failure

no choice but to create..

Sunday, September 11, 2011

ivan illich

 p 79

when maddening behavior becomes he standard of a society, people learn to compete for the right to engage in it. envy blinds people and makes them compete for addiction.

p. 82
growth becomes addictive. like heroin addiction, the habit distorts basic value judgements. addicts of any kinds are willing to pay increasing amonts for declining satisfactions. they have become tolerant to escalating marginal disutility. they are blind to deeper frustration because they are absorbed in playing for always mounting stakes.
withdrawal from growth mania will be painful, but mostly for members of the generation which has to experience the transition and above all for those most disabled by consumption. f their plight could be vividly remembered, it might help the next generation avoide what they know would enslave them.

bikes and stealing

why does a person steal a bike.. ?

maybe it's less about a lack of money, a lack of ethics, a lack of ...
and more about a lack of relationship.

what if we were each known by someone.. how would that change a room? change a community? change a world?

we're building a culture of trust, a people agenda.
it will take some longer than others to believe someone wants to know them.
but once that happens.. we'll be more concerned with giving, than taking.


we're on our way Barry. we're doing it.

__________________________

jodhbir singh

my mind is reeling... and today's reelings - i'm blaming on the power/potential when virtual meets face to face.
jodhbir is visiting, after maybe 2 years of virtual connections. the ideas/movies/conversations/doings/dreaming he brought with him are keeping me alert, waking me up, driving me to edges.

ghandi, the great debators, tools of conviviality...

messages:

  • when we unite, when we connect, movement happens. and it can happen in a humane/convivial way.
  • when is now. why hasn't anyone?


our message/energy from a real, face to face space, is creating this focus:
many are doing/being/unleashing creativity/passion/innovation. what we are needing/missing/craving - the coming together of a movement so that it's not about equal rights, but equal work. not about equal outputs, but equal inputs (illich).
what we are needing/missing/craving - is a focus of dissatisfaction/essence/urgency into the root of our problem: prescribed learning, or prescription, or dependency.
whatever you want to call it.
it's the perpetuation of  non-conviviality - of being programmed (rushkoff) - of non-empowerment - of non-urgency..

what if we focus more on why the prescription, then on how to improve it.

let's keep on doing these amazing things. it's such a simple/unleashing/empowering time. we can all connect/do/dream/be - but let's join in a responsibility to noticing why we are spinning our wheels. why now is not coming.. we're satisfied with the prescription. we're addicted to the prescription. that addiction/satisfaction is perpetuating mindlessness/insanity/belief that the time is not now. that tomorrow is the day.

the time is now. we can. today.













listen to seth's now message..from today.

thank you for making what matters, matter more.
thank you for making what matters, happen today...


______________________

seth godin

it's different here

now more than ever...

Saturday, September 10, 2011

ivan illich

from tools of conviviality:

p. 71-72
the most prestigious way to measure a person's productivity is by the price tag on his education consumption. (a consumption that perpetuates dependency) 
as long as a minority acts to increase its share within a growth-oriented society, the final result will be a keener sense of inferiority for most of its members. movements that seek control over existing institutions give them a new legitimacy, and also render their contradictions more acute. 
such changes are at best new ways to administer an industrial mode of production which, thanks to these shifts, continues unchallenged.

huge: huge: ginormous:
if one day they were to seek equal work rather than equal pay - equal inputs rather than equal outputs - they could be the pivot of social reconstruction. 
growth would stop if women obtained equally creative work for all, instead of demanding equal rights over the gigantic and expanding tools now appropriated by men.

work vs rights
input vs outputs
focus on spaces of permission/freedom, with non-prescribed learning, and tools/resources per choice.


buds post on what matters
karls post on pisa etc

Friday, September 9, 2011

sierra, peter, cristian

http://admissions.colostate.edu/futurefreshmen/specializedpopulations/homeschoolfaq
homeschool admission.. faq's

esp #8: 8. How will my credentials be evaluated?

If you have a calculated cumulative grade point average using either letter or percentile grades, Colorado State University will use that GPA for admission and scholarship decisions and for state reporting purposes.
Guidelines established by the Colorado Commission on Higher Education (CCHE) require that all applicants from non-graded educational settings (i.e., narrative or portfolio assessment) be assigned a 3.3 "proxy" GPA (on a 4.0 scale), regardless of the type of assessment system used by the family or curriculum. While the 3.3 proxy GPA is part of the academic profile, the admission decision process still includes a detailed, personal review of your high school performance and individual background.
We will verify that you have completed the recommended high school course work and evaluate your academic rigor and trends in performance. We also will consider your personal background, involvement in family/community/school activities and your ability to contribute to the campus community. It is important that you provide information about your individual experience and achievements.

5. Does Colorado State require or favor particular curricula?

Colorado State does not require or prefer particular curricula, and we do not make recommendations about specific programs of study. However, we can help you formulate questions that may assist you in evaluating how well a program or curriculum will prepare you for University admission.

and # 12
12. Am I required to show "graduation" with a GED or an official high school diploma?

Students must have achieved high school graduation or its equivalent to enroll at Colorado State. You are not required to present GED results or a diploma from a traditional school, but we do require a final transcript of your academic work to verify that you have completed the necessary academic units.


18. How many homeschooled students attend Colorado State University?

We do not track the number of homeschooled applicants, the number of admitted homeschoolers, or the number of homeschooled students who enroll. Based on the personal attention we give homeschooled applicants, we are confident that Colorado State's diverse student body includes many individuals with solid home-based college-preparatory backgrounds. We hope you will make your own contribution in the near future.


4. What tests are required?


Either the ACT or SAT is acceptable, and the written sections are NOT used for admission or scholarship consideration. Though we do not require a minimum test score, the typical profile of entering freshmen includes an average ACT composite of 22-26 and an average SAT critical reading/math combined score of 1020-1220 (mid-50%ile). ACT or SAT scores are not required if you are 23 years of age or older or have been out of high school five or more years.
Homeschooled applicants are not required to present additional test results (e.g., achievement tests, GED, College Board subject tests, etc.).

so let's ask why take the test if no min test score..
we can do your end of year (or whenever) panel presentation of learning, for the grade they are seeking. looks like you don't need a transcript.. it's recommended but you don't need to do the common core. they don't recommend or prefer a certain curricula. you can make sure your connections and what you end up doing shows up on a google search and/or make a site that showcases things that matter...  ie: when i blog.. 
that's now in a google search of me. so create a space that speaks about you.. a journal.. whatever..




3. Submit transcript describing your high school program of study.
You can submit a transcript from an agency like American University or you can make your own. Course descriptions or portfolios of your work are accepted in place of an accredited diploma.

disrupting higher ed

skillshare
and hourschool
and Cathy Davidson at Duke...   (so many great links to what Cathy is doing... look into her if you're so inclined.. labs at Duke and beyond...)

to name a few..

Thursday, September 8, 2011

ivan illich

focus:
the issue is with publicly prescribed learning... not with getting better at doing publicly prescribed learning.

and by doing... i mean - hooking/motivating/bribing/forcing people to follow your agenda.

[this isn't to say that all of us doing these things are ill intended. we just need to take time to zoom out, to step away, to respectfully question the core of what we're doing. we're spending all our time trying to get better at what we're doing. spinning our wheels.. getting more stressed. is what we're doing.. this prescribed learning.. ok with you? does it resonate with you?
8 reasons youth don't fight back

thank you Barry for sending this my way.

great article...
bleeds of Ivan Illich's deschooling society and tools of conviviality.
highly recommended read from me... to perhaps capture the essence of 2 great books..


the only part that didn't really resonate with me was #6

6. The Normalization of Surveillance. The fear of being surveilled makes a population easier to control. While the National Security Agency (NSA) has received publicity for monitoring American citizen’s email and phone conversations, and while employer surveillance has become increasingly common in the United States, young Americans have become increasingly acquiescent to corporatocracy surveillance because, beginning at a young age, surveillance is routine in their lives. Parents routinely check Web sites for their kid’s latest test grades and completed assignments, and just like employers, are monitoring their children’s computers and Facebook pages. Some parents use the GPS in their children’s cell phones to track their whereabouts, and other parents have video cameras in their homes. Increasingly, I talk with young people who lack the confidence that they can even pull off a party when their parents are out of town, and so how much confidence are they going to have about pulling off a democratic movement below the radar of authorities? 




i'm more on the thinking that transparency is a new type of currency. we've trained ourselves to think it's bad, but that's because we've used it as a sign of mistrust. ie: we're not getting to know others through transparency.. we're checking up on them. and checking up on them about things that really don't matter. of course if transparency to you means that your parents are checking your grades... that's going to seem confining. if we use the word Surveillance - no doubt.


also not feeling the example - that kids no longer feel compelled to pull of a party. to me that trivializes and misrepesents the seriousness of this suppression. it makes it sound like this social change that needs to happen is really just about kids wanting to have fun and do things their way.







Wednesday, September 7, 2011

Tuesday, September 6, 2011

ivan illich

from tools of conviviality:

p. 54:
More money spent under the control of the health profession means that more people are operationally conditioned into playing the role of the sick, a role they are not allowed to interpret for themselves. Once they accept this role, their most trivial needs can be satisfied only through commodities that are scarce by professional definition.

radical monopoly
schools tried to extend a radical monopoly on learning by redefining it as education. as long as people accepted the teacher's definition of reality, those who learned outside school were officially stamped "uneducated."   p. 52
p. 53
radical monopoly imposes compulsory consumption and thereby restricts personal autonomy

each political party in the debate make sick-care a burning public issue and thereby relegates health care to an area about which politics has nothing important to say.
such power in the hands of a minority will produce only an increase in suffering and a decrease in personal self-reliance.

the establishment of radical monopoly happens when people give up their native ability to do what they can do for themselves and for each other, in exchange for something "better" that can be donen for them only by a major tool.
it introduces new classes of scarcity and a new device to classify people according to the level of heir consumption. this redefinition raises the unit cost of valuable service, differentially rations privilege, restricts access to resources, and makes people dependent.

bleeding of schooling the world - carol black

p. 63
the presence of a new school, a paved road, and a glass and steel police station defines the professionally built house as the functional unit, and stamps the self-built home a shanty. the law establishes this definition by refusing a building permit to people who cannot submit a plan signed by an architect.  people are deprived of heir ability to invest their own time with the power to produce use-value, and are compelled to work for wages and to exchange their earnings for industrially defined rented space. they are deprived also of the opportunity to learn while building.

bleeding of program or be programmed - douglas rushkoff

seth godin

talent and vendors

shirky - culture of trust
different ballgame

pseudo-freedom may be worse than no freedom at all.

Monday, September 5, 2011

chomsky on dewey



thanks Adam

seth godin

back to (the wrong) school

creating people to do what they are told
vs
unleashing people who can create.

thank you Seth

Sunday, September 4, 2011

city as floor plan




is this swan macintosh? anyone know?
love it...spot on with city as floor plan ...meshing.it
http://www.slideshare.net/mobile/monk51295/city-as-floorplan

nic askew

polymath in the mango field


POLYMATH IN THE MANGO FIELD from Nic Askew on Vimeo.



not what you have but who you are

childlike curiosity - a whole new free world

what do you know to be in front of you

spaces

school on a boat
thanks Lisa Nielsen


geocaching
thanks Richard Byrne

spaces within currently permissable spaces
thank Amy

and the list goes on and on and on ..
let's unleash guys..

seth godin

people looking for 'more of the same' aren't actively looking

this is huge. in a disruption esp.
those that may be just as dissatisfied. .. yet comfortable enough to not take risks... aren't actively looking.
and that ok. this is not a sell.
let's focus on people who can't not sell out.. during the shadows of the upward curve. they will have the freedom to exponentiate the movement.

thank you Seth.

Saturday, September 3, 2011

Thursday, September 1, 2011

matt damon

thank you Peter:


the things that make me who i am can't be measured...

mary ann reilly

on rhizomes - Mary Ann’s image from post, 2 definitions, her chapter
..has no beginning or end; it is always in the middle, between things, interbeing, intermezzo. The tree is filiation, but the rhizome is alliance, uniquely alliance. The tree imposes the verb 'to be,' but the fabric of the rhizome is conjunction, 'and . . . and . . . and' (pp.24-25)
Break the rhizome anywhere and the only effect is that new connections will be grown. The rhizome models the unlimited potential for knowledge construction, because it has no fixed points…and no particular organization (p. 389).
..a tangle of tubers with no apparent beginning or end, constantly changes shape, and appears to be connected at every point with every other point (p. 389).

When I asked my son what he had been learning he said he’s learned how to work with
others, how to search, locate, and evaluate information, how to run an effective server,
how to explain an installation process of mods to others, how to anticipate a partner’s
play in a game, how to build a structure together, how to imagine a place and build it,
how to give and take ideas, how to make mistakes and fix them, how to build a design
based on someone’s idea, how to script, how to model, how to resolve problems when
they arise, how to use resources to guide building, how to make games inside of games,
how to make films and upload to YouTube, and how to narrow the focus of a film.
During this learning, the boys are also learning about one another: siblings, where they
live, currency, geography, food, politics, and all things Minecraft. My son is adamant that
this playing is not learning.

It's not like school, he tells me repeatedly. Sadly, I think he's right.



this is huge Mary Ann... thank you
big big part of be you book
in explanation of a quiet revolution

simon sinek

advantage in disadvantage
spot on Simon..

what is normal..