Most of the proposals were impractical, but ‘‘we all felt like we could say anything to each other,’’ Rozovsky told me. ‘‘No one worried that the rest of the team was judging them.’’
When you inhibit at the outset it limits potential outcomes at the end, thus weakening your final product in some capacity.
Despite their disparate backgrounds, however, everyone clicked. They emailed one another dumb jokes and usually spent the first 10 minutes of each meeting chatting. When it came time to brainstorm, ‘‘we had lots of crazy ideas,’’ Rozovsky said.
Epstein talks about this in 'Range' Chapter 5; The Power of Outside Experience—in schools this insider bias is particularly killer.
the five Skandhas
"Then is it outside the combination of form, feelings, perceptions, impulses, and consciousness?"
For me, it feels like this is more the "Nagasena" than anything else.
For no real person can here be apprehended."
What's in a name? Does your name capture your essence?
It also has humanity as the agent of that change, primarily through technological innovation and social changes which arise in reaction to said innovation. It does not have (A) intentionality behind this change, (B) a positive arc to this change, (C) an infinite or unlimited arc to this change, or–perhaps most critically–(D) the expectation that any more change will occur in the future.
This seems to capture much of the classes' sentiments regarding the nature of progress—you're like Lucretius 2.0
If we work together — said he — if we observe the world around us, study, share our findings, collaborate, uncover as a human team the secret causes of things hidden in nature, we can base new inventions on our new knowledge which will, in small ways, little by little, make human life just a little easier, just a little better, warm us in winter, shield us in storm, make our crops fail a little less, give us some way to heal the child on his bed.
Let's Go. 
they do not live in our world where bread is already poptarts, and will be something even more outlandish in the next generation.
Let me unpack that.
The importance of "progress" as an invention is key to understanding how we all think about progress, particularly given your responses via Grokspot this AM.
The data analyzed derive from their engagements in nonschool, community-based, social justice initiatives that, we argue, represent rejections of deficit narratives about who they are (their racialized and gendered identities) and what they allegedly cannot do (their literacy capacities and capabilities)
Kudos for framing the study like this. The outward rejection of traditional framing narratives is key and something too many fail to recognize. I struggle with how to overcome this as an educator.
English educators and the children, youth, and families with whom they work must help remake and repair the world.
Again—the stakes are raised. It can feel like a heavy burden. And that can be scary for teachers and students. But that still feels.....okay? I mean in this in the sense that it's incredibly empowering. This can/should/will extend well-beyond the walls of the classroom and you can make it anew.
this historical moment demands reading across these perspectives as a productive and necessary opportunity for dialogue and debate across fields in educational research,
The stakes are raised today and this seemingly compounds how teachers are feeling. It's important to acknowledge this and the ways in which it manifests itself in different ways for teachers and teacher educators.
more than simply passing up a missed pedagogical opportunity. Rather, not discussing the social fallout after the election is an act of denying the full humanity of students in schools.
In an educational context for me personally so overwrought by the constant desire for "achievement" this is something we routinely miss—and it scares me. And, it feels like I've seen this cycle play out negatively over my 14 years in the classroom. We'd rather them "achieve" then to develop fully as humans. Further, the idea of a "missed pedagogical opportunity" is critical. And all too often, either because of uncertainty, unpreparedness, or because they lack institutional support, it feels like educators intentionally ignore these areas of potentially powerful intervention.
English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned differently in the material and emotional stakes of this election.
Secondary school History teacher checking in here—the outcome and my students' collective response to it fundamentally altered the scope of our course for the remainder of the year together. Fortunately, my institution empowered me (and the students) to create an environment in the classroom that was geared towards a kind of 'healing.'
system
Word
PD should be considered an essential component
Phrase
Evaluate and redesign the use of time and school schedules to increase opportunities for professional learning and collaboration, including participation in professional learning communities, peer coaching and observations across classrooms, and collaborative planning.
Sentence
so change is ultimately transformative rather than additiv
But if people aren't compelled to change via particular mechanisms, they're apt to see it as additive. (See the PD-Growth Cycle).
, improve student performance with enhanced data collection and teacher evaluation
When I read language like this, my red flag immediately goes up. What does data look like, how are we evaluating, what do we value?
It’s really the only such ritual meal in the U.S. for which that’s true
If you're from America, or if you might celebrate American Thanksgiving, think about this....the food we eat is so clearly influenced by historical forces that often go unnoticed. Bring this up with your parents, family, or friends. They'll be struck by this, I guarantee you. We'll learn more about this over the course of FTMW Chapter 2.
The cheeseburger couldn’t have existed until nearly a century ago as, indeed, it did not.
Thank God for Mission Burger. I would like to engage with them on a daily basis.
This past summer, revisiting the idea, I realized yet again that I was insufficiently ambitious. I’d really need to plant and harvest the wheat, raise a cow to produce the milk for the butter, raise another cow to slaughter for its rennet to make the cheese, and personally slaughter and process the cow or sheep.
This is in many ways a rejection of the characteristics of modernity examined in FTMW Chapter 1.....but he is sharing it on the internet, so......
A few years ago, I decided that it would be interesting to make a cheeseburger from scratch. Not just regular “from scratch,” but really from scratch.
Similarly, a few years ago during the Lenten Season, I tried to eat only foods grown or produced on Aquidneck Island. It was...impossible. I was able to extend to foods from RI or neighboring Southern Massachusetts, but even this was difficult. I was hungry a lot.
In no country has such constant care been taken as in America to trace two clearly distinct lines of action for the two sexes and to make them keep pace one with the other, but in two pathways that are always different. American women never manage the outward concerns of the family or conduct a business or take a part in political life; nor are they, on the other hand, ever compelled to perform the rough labor of the fields or to make any of those laborious efforts which demand the exertion of physical strength.
Whoa, whoa, whoa Tocqueville...
