now more than ever...
Sunday, September 11, 2011
Saturday, September 10, 2011
ivan illich
from tools of conviviality:
p. 71-72
huge: huge: ginormous:
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
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?
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.
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.
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.
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.
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.
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.
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..
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?
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.
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
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
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
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..
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
Friday, September 2, 2011
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