Let us speak of this together.

How about these? What you want to do? Alternatives?

Is this fair?

too close to lunch

still 2 early

Here I am.

Or maybe these folks?

Have mercy it's 8 am. Get tuff or die.

computer lab--are you bringing your own computing device?

What does this mean to you as a member of this class?

I think we get into a huge problem when we make story or narrative mean one thing. We do this serially in litcrit as different critical stance rise to prominence and then are supplanted by the next new and shiny toy. I love have different stances from which to view and analyze and rebuild. When our take on what constitutes a story evolves into a form then into a critical stance as to what constitutes a good story, then you have something similar to when a metaphor dies and becomes a cliche--dead as a doornail.

like life?

Meta story built into it: characters--you and me, plot--you learn while I talk, conflict--most minds do not work that way.

The collective noun for a plural of haiku is a 'visualization'. See below:

https://www.youtube.com/watch?v=a3V42KwLTeE

I never want to get very far from the world the map or model is based upon. In this case the metaphor of a dovetail should not stray to far from the reality of a dovetail else the metaphor /analogy overextends and breaks.

I feel a similar leap of faith.

The Grand Design

It is possible. What a great place to acknowledge this leap of faith. An assumption that all we have to do is just keep yammering? Might as well.

Don't forget adverbially. JJ=MSM tool

Another kind of resistance, La Resistance

And dolor

https://soundcloud.com/user6587006/roethke-dolor

<iframe width="100%" height="450" scrolling="no" frameborder="no" src="&lt;a href=" https:="" <a="" href="http://w.soundcloud.com" target="_blank" rel="nofollow noopener">w.soundcloud.com="" player="" ?url="https%3A//api.soundcloud.com/tracks/303134020&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true"" target="_blank" rel="nofollow noopener">https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/303134020&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true"></iframe>

Fear and loathing Blear and loathing. I find myself here waiting on beer that's foaming.

Now here here now Nowhere erewhon Nowhere erewhon Now here here now

We both claim Louisville, KY as our home town. He would have been a near contemporary of my father.

Maybe what I wrote was shallow and self-loathing.

Not a fan of Jung I see.

Playing with a quote in iphone app, GifTalk.

https://www.youtube.com/watch?v=0-0wVr78NHM

https://www.youtube.com/watch?v=waCiQokFFVE

I think that this is the source of teacher burnout--engines on full tilt but pushing against granite until they flame out.

HOMAGOSO:

Hanging out, messing about, geeking out, sharing out.

In terms of music space, I think of rehearsal, but rehearsal is made possible by the discipline of practice. They are same coin.

I live in the composition classroom both online and face-to-face. Are they rehearsal spaces? Yes. What other kinds of space can they be likened to?

improv? studio? prompt? daily exercises?

I think the word 'indifference' is apt here. The opposite of love is not hatred, but rather indifference.

Students come to me often horribly changed, perhaps even intellectually disfigured. They openly admit to hating to read and hating even more to write. Hate. They weren't born hating. They came to hate and someone paved that road of change for them.

I have no idea what this means. Democratic authority in the political agora I understand, but in the classroom and school institution, I find it oxymoronic and without the resolve of paradox.

https://www.youtube.com/watch?v=HydvceA1PAI

https://www.youtube.com/watch?v=fCR0ep31-6U

and listen to this:

https://www.youtube.com/watch?v=eSna2APlZ4I

Oh yeah?

https://www.youtube.com/watch?v=vK3yQBouzNs

Words are a virus, let them infect you.

But you can move and hear,

https://www.youtube.com/watch?v=_8yGGtVKrD8

https://www.youtube.com/watch?v=X5Odka54ygk

I find this to be the best, least "friction-y" way to get stuff into Inoreader.

YUP

Such a small amount for such an important constituency--children.

Would also like to see margin discussion of the forces that led to the creation of the form of the 'conference' and how the new force of virtual connection (whatever that might be) amplifies or dampens the old force. How might all virtual conferences be adapted to F2F ones? Are we seeing a fork in the road here where we are trying to 'shoehorn' the virtual into the real when we should be putting our efforts into all virtual?

Interactions create lots of somethings: shared private and public channels, amplification, reduction in sense of loneliness, support. Is this what you mean by narrative? It seems to me those interactions spawn tools and content of narrative. Narrative for me means making sense of what you gather in these informal interactions.

Very much in line with the 70-20-10 training folk.

https://www.youtube.com/watch?v=t6WX11iqmg0

I thought this said "moment" when I first read it. Sometimes it feels like a moment and then it passes.

I do not want art for a few anymore than education for a few, or freedom for a few. Wm Morris

The reason for this post is to explore, create, and invite others into varied networked narratives. There are several here.

1. in the margins (Hypothes.is (public paths and Diigo(private notes)
2. outside of the margins (Google Forms)
3. inside the text (editable Hackpad)

Adjacencies, adjacent possibles, known, unknown, indecipherable, illegible even: they are all adjacently potentially emergengingly---open.

A job description from the future: potential collaboration You can play here if you wish as a sortakinda protocrypto semiautonomous opening 'paragraphy' for a networked narrative.

https://docs.google.com/forms/d/e/1FAIpQLSe90tfCQSnVpkFNq8mRQcAai7xa3vuHgrdlJtRiDqGyDF-qag/viewform

And here is the response spreadsheet if you wish to view: https://docs.google.com/spreadsheets/d/1GJP4dKD55YSLrCjMUmHivVIvXNDgM-2ftcAsG8GzH5o/edit#gid=1130978140

Hi, I am not. I come to this a bit later than I wanted to and now that I am here the feeling I get is the same one that Daniel Boone was purported to have gotten when he saw the distant smoke plume from a fire--time to light out for the wilderness. I see the "75" in the little hypothes.is icon and I openly wonder, "Well, what more could I add to this?" I suppose the answer is this and that. First, my voice is different than yours, but that doesn't make it noteworthy. My experience online makes that all too clear. Second, dark matter isn't particularly visible, glial cells proved all but invisible for years, but that doesn't mean they are unneeded. They are needed. And their function is often unheralded in a saga that is sung by the attention mongers. That is my opening salvo in a networked narrative. Heave to, mateys, there may just be pirates off yer starboard bow with gun port lids open and a signal for you to cut yer colors and lay by. Peut-etre?

How nicely he connects the classroom and political gathering. This is how you are both a learning organizer and a community organizer.

A secondary source with more info on this.

<script src="&lt;a href=" https:="" <a="" href="http://hackpad.com" target="_blank" rel="nofollow noopener">hackpad.com="" hPVh1arzwDa.js?format="html"" target="_blank" rel="nofollow noopener">https://hackpad.com/hPVh1arzwDa.js?format=html"></script><noscript>

I liken this to Johari window analysis.

Wow! This is a no messing around, everybody's got skin in the game world. I could see this as the climax of a movie.

I am getting confused as to who is talking. And I consider that to be a very happy problem.

Embodied cognition and praxis here and further down. It rings true and sympathically through me.

LOL, each of us must own both what we know and what we don't and especially what we don't know that we don't know.

Or perhaps we need to heed Zizek about the unknown knowns:

Is this true?

The less we expect of our people, the less democracy we have.

I am using this chapter without copyright holder permission. If you have issues with my interpretation of 'fair use' then talk to me. I could put password protection on this WordPress page if given a compelling argument--like a takedown notice. But I doubt I will do that.

What I would like to see happen here is not just annotation but discussion outside and through the various wormholes and palimpsests we make in the manuscript. And I would like for there to be curation of the generated annotations into other processes and products: images, gifs, short plays, kinetic poetry, quote boxes, zeegas, and on and on. Bryan said it was beginning to look like a cMooc. Yes, and this is the kind of work that opens up the adjacent possibilities that are the hallmark of complex systems. Let's make infinite play.

this is the Sanders message before, during and after the electon. For example, he recently visited the HQ for KQED and spoke with students about politics and the recent election

This morning our Youth Advisory Board met with @BernieSanders at @KQED @KQEDNews and talked about issues that matter to them. #2nextprez pic.twitter.com/t6fgTPV9th

— KQED Learning (@KQEDedspace) December 2, 2016

(And yes, you can embed tweets into hypothes.is.)

Praxis makes perfect

I am reading Dave Gray's Liminal thinking. Two quotes that bear on this:

1."The obvious is not obvious.It is constructed....We band together in "obvious clubs" that defend competing versions of reality." (Gray 8-13)

1. "Your experience of reality is limited by the range of your experience...so your experiences are limited by the things you notice, or pay attention to, within those experiences..." (Gray 14-15) In other words we pay attention to what we are most primed to pay attention to.

He compares that attention to this:

when maybe it should be more like this:

Yeah, a regressive tax. I am reminded of the Finnish courts who fined a multimillionaire in accord with his net worth

I am not sure what "beyond" means here. Feels like a judgment, a noting of a failing. I based a lot of my formative teaching years doing exactly that. I would try to find ways to make the quotes work in meatspace. Maybe that's not what you mean by this, but I find any attempt to connect across contexts (known or unknown) to be a winner.

Hence the absolute necessity of fact checking tools like Hypothes.is. Here is a way out: https://blog.jonudell.net/2016/10/30/marshalling-the-evidence/

And here too: https://blog.jonudell.net/2016/10/29/bird-dogging-the-web/

like most mission statements--bullshit. It is a filter so you have always got to be following the filter. In this case no one but a few know what the filter does specifically. It is built to be used therefore it is designed for abuse and misuse.

Is the author assuming that most people regard Google Searches as anything more than a result? Gospel? How many people have even a rudimentary understanding of page rank? Whose duty is it make sure they do?

If you flip the words around to "jews are..." you don't get predictive searches. Why? I guess it doesn't think of the words as a question. Check out the related searches at the bottom of my page with this query.

How in the world can these results be so skewed? Is there an active community of antisemitic folks actually looking for self-justification or is this a gaming of the search system?

Hint:

Hamlet:

Suit the action to the word, the word to the action, with this special observance, that you o'erstep not the modesty of nature: for any thing so o'erdone is from the purpose of playing, whose end, both at the first and now, was and is, to hold as 'twere the mirror up to nature: to show virtue her feature, scorn her own image, and the very age and body of the time his form and pressure.

Hamlet Act 3, scene 2, 17–24

https://www.youtube.com/watch?v=HtYCXO-jAJg

Federated wiki? wikity? chooseth yer own alt-ity?Hackpad with endless wormholes?

Focus shift is very interesting in this interview format. Foreground/background/gestalt. I think that explains why it seems an injustice at time to dissect. Usually when that happens for me I write poetry or create something to translate one whole gestalt into another.

Oh the face of reasonableness, oh the talking heads of eruditon, oh the sages on the stages--do we have any idea about the opposing forces we are referring to here, who we are facing? These faces are not the slightest bit interested in our sage, reasonable, erudite intelligent colloquy. What they want is to exercise power over us NO MATTER WHAT. I think about this all the time living where I live, surrounded by who I am in Dumbfuckistan. And it is not just my paranoiac mask speaking here. Sometime very soon, much sooner than later, the forces of conversation, reason and smiling/nodding/agreeing heads will see that fascism only cares about satisfying its will to power over others. And it will be too damned late to have a Plan B. And what is Plan B: it is making sure that every day you do something to grab any lever of power around you that will make authoritarianism less likely. Among those levers is reasonable argument, but also unreasonable, passionate giving notice and standing witness. Giving money to help others. Making sure you stand up physically for others. I am a neophyte at doing this because I hate to cause others discomfort, but I am learning to do it.

This is what I try to do here: http://impedagogy.com/wp/blog/2016/12/04/5145/

and here: http://impedagogy.com/wp/blog/2016/12/04/i-wish-my-teacher-knew/

And every bit of tech cuts both ways it reveals the location of hidden animal can be tweaked to endanger humans as much as it is used to save endangered species? "Yes," he said, "so sadly, yes."

https://nicholas.duke.edu/about/news/titimonkeymapping

Nonono. A 1000X no. Haven't we had enough "shoulds" decontextualize or not? I will have none of it. And what the fuck does 'fully developed' mean. That sounds suspiciously like 'best practice'

Thanks for setting sail with me.

https://vimeo.com/111458975

https://www.youtube.com/watch?v=5MbhSByaKCs

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSyekjjW9lSA0u3BMoc20pH0Qg9wZcWCVsQIAT300BuV_r_IvdrxQ

CURATION BY CALLOUT

CURATION BY THREAD

Trying to pull out common threads. Also, trying to pull out substantive differences.

CURATION WITH OTHER MODES (image, text in image, gif, video, sound files)

CURATION WITHIN THE ANNOTATION FRAME

CURATION OUTSIDE OF THE ANNOTATION FRAME

CURATING BY SUMMING UP

CURATION WITH EACH OTHER

CURATION BY REACTION

CURATING BY SHARING (PUBLIC, UNLISTED, and PRIVATE GROUPS)

Private annotations for oneself and for private groups are also possible. Nice. Fine grained. Along with tagging, there are many possibilities to send annotations in multiple channels within Hypothes.is (private groups, public notes, tags, social sharing).

These annotations are for me an experiment in meta-curation, curating about curation. I hope that we can draw some lessons in how to curate from Kevin's post. It would be great to do this elsewhere and then draw our discoveries together on Hypothes.is.

In lieu of starting that project I have begun a private group where we can gather together curatorial strategies. Here is a link if you want to join Curation Strategies: https://hypothes.is/groups/j3eoYn2b/curation-strategies

It might also be helpful to come up with a set of specific (curation strategies) and generic tags (curation) that we can search for on Hypothes.is here: https://hypothes.is/stream?q=tag:curation

CURATING BY SIFTING

Technique #1: thinking of the marginalia as vein to be mined for nuggets and gems. Begs the question: what criteria do we apply to the vein so that we can sift stuff?

Notable quotes (why notable?) Main ideas Worthy figurative language (metaphors, symbols, analogies) New wine. Old wine in new bottles

Something happened in this thread, Troy. It was very brave of you to admit that you might be part of the problem. Hailing failing, as Richard Saul Wurman put it, is something we do not do well or at all in the US. We need anonymous places where we can go and admit what we have done in the name of pedagogy. I am not giving up. I note that neither are you. It is a very weird job we have. It is a combination of concierge, facilitator, and beater. We beat the ground for the pheasant. The pheasant explodes in a liftoff of feather and muscle. What do our students do? Maybe it is a crappy metaphor, but the idea of putting food down where the goats can get to it no longer works for me either. We need to help them hunt and eat their own game. It is a messy business. Troy, you are doing yeoman's work. You care. And you inspire. KEEP ON!

I have annotated elsewhere about how any talk of 'education' is politically situated.

Often students don't get a chance to become excellent or at least proficient in a particular type of writing in school. Outside of school they embrace thousand of tweets and texts and instagrams and snapchats. They choose to limit themselves to a range of writing activities outside of the classroom. They get very competent at them. Some are even inspiring. I would not worry about limiting their writing experiences so much as their purposes and their audiences.

Just noticed that this is article is over three years old. Perhaps we need a newer one or we need to conduct one ourselves.

Interesting and useful analytic frame for consideration of the difference between complexity (which cannot be managed) and complicated (which maybe you can).

https://www.youtube.com/watch?v=N7oz366X0-8

Not sure if this is a heuristic or a checklist. I think of heuristic as something like George Polya described in this book, How to Solve It. I would love to have more of these kinds of rules of thumb or better yet a path toward creating ones own custom rules of thumb.

Teaching at the university level with mostly at-risk students has made me question the majority of the intentional work (read as syllabus, curricular, objective-driven). It produces bad products and even worse processes. My question is whether or not this result is systemic.Is the system a "bad work' machine? Will it generate crappy product through crappy processes even if well-intentioned? I think that it is easy to forget as we try to make a digital tool play nice under the status quo that all of our teaching work lives inside of a political spell cast long ago and apparently well warded from real change. Being intentional is not enough. Just look at the public school horror that Michigan has become with its utterly unaccountable charter schools. Those systems are absolutely intentional and deliberate in their hierarchy.

I always wanted to think that I could lay parallel tracks in my classroom, separate and better than what the system provided. That was a fool's paradise. Every tool and idea I taught should have been judged by its capacity to enable the adjacent possible, to open affordances, to help them build their own bullshit detection devices. I should have done more than just permit infinite play. i should have made discovering passion AND translating that with palpable precise skills into something useful and fun.

I had the model in front of me the whole time--my own children's unschooling. I would like to think that I did some of that unshooling on those parallel institutional sidetracks, but I don't think my intent was clear or deliberate enough. I think that I loosed them into the world unprepared for the systems of political inequity and fear that are there.

So...in the scheme of things (i.e. the status quo institutional imperatives already at work in education from K-University) the issue should not be about how digital writing is crafted, but how purpose is invoked. Each learner is an invocation. Whatever tools and ideas and paths we use, they must all serve the goal of navigating the inner world of personal purpose and the outer one of political power. We must situate anything we do within a larger and potentially more controlling context.

Almost all of the tools that I think most folks put in the digital writing camp are binary doppelgangers of their analogues. For example, Power point as used is mostly a flip chart with more bells and whistles. Note taking apps are 3X5 cards with a digital twist. Even hypothes.is is just marginalia with a social bent. So what I propose is that what we teach is how to apply ANY tool to the task at hand. What that means is that we need worthwhile work for our students and we need to do that work using the tools at hand. And by 'tools' I mean digital, analog, and any other that can be pressed into the larger service of gather, making sense of and sharing the problems and questions and solutions and stories of the world.

And abiding purpose And deep practice And encouragement And more than anything else--time to make it right and well.

Some sage advice from that modern parable and paragon of the condition humaine, The Big Lebowski

https://www.youtube.com/watch?v=O5epuPMf-7Y

https://www.youtube.com/watch?v=LG09C25LQlU

No they aren't. Real artists are not fragile at all. They can create. They have a form to pour themselves into for when the fascists kill them. But they live on. Anti-fragile. Alive. In remembrance. Their breath being breathed in others' lungs.

Please watch what I mean through my surrogate, The Boss:

https://www.youtube.com/watch?v=T2UF8yw89yE

Yes, we need to keep this focus where it has always needed to be regardless of the party in power.

It is a great time to be alive and fight and build. Cross the streams!

https://www.youtube.com/watch?v=3OOF0FpKiYk

https://www.youtube.com/watch?v=eFkmRp_G2uo

Well you better listen my sister's and brothers, 'cause if you do you can hear There are voices still calling across the years. And they're all crying across the ocean, And they're cryin' across the land, And they will till we all come to understand.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

And there are people still in darkness, And they just can't see the light. If you don't say it's wrong then that says it right. We got try to feel for each other, let our brother's know that We care. Got to get the message, send it out loud and clear.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

It's a simple truth we all need, just to hear and to see. None of us are free, one of us is chained. None of us are free. Now I swear your salvation isn't too hard too find, None of us can find it on our own. We've got to join together in spirit, heart and mind. So that every soul who's suffering will know they're not alone.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

If you just look around you, Your gonna see what I say. Cause the world is getting smaller each passing day. Now it's time to start making changes, And it's time for us all to realize, That the truth is shining real bright right before our eyes.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

Written by Barry Mann, Cynthia Weil, Brenda Russell • Copyright © Sony/ATV Music Publishing LLC, Universal Music Publishing Group

I engage in beastly pursuits.

https://www.youtube.com/watch?v=T8tGCVavS5s

https://www.youtube.com/watch?v=x95qPJLr2Aw

How is this not a skill? Distinction without a difference.

Why and how was this post chosen to annotate?

I have no effing clue here. Perfect unfairness? limit another voice=censorship or something more insidious like ignoring or falsely acknowledging? ecosystem? WTF? Why are we swimming in context? Why can't we be rhizoming in context? Or quicksanding in context? The fact of the matter is that the wealthy and the powerful CAN AND DO demand freedoms that none of the rest of us have--privacy for example.

Mostly none at the level I teach at. And frankly,unless the conferences are just plain interesting instead of sit&git or might help them make valuable connections, why bother.

Company Hierarchy

losers

sociopaths

clueless

more Ahabs and fewer Queequegs

Moby Dicks

disaffected poor rural white whales

https://www.youtube.com/watch?v=rGIY5Vyj4YM

I have never had a more beaten passle of students this semester than any other in my 20 years+ of teaching. I am just now noticing how badly the worm has turned. This has been a slow process. A gradual desuetude of the house of higher ed.

His answer is already in his head. Just grab another rug. Problem solved.

A solution that the Man always wants--wage slavery and mos def not a replacement rug.

Faux respect.

I divide innovation (and boy do I have issues with this word especially with Christenson, cf, Jill Lapore's http://www.newyorker.com/magazine/2014/06/23/the-disruption-machine?currentPage=all) into sustaining and disruptive elements. I do not think that innovation connotes a generic good. It can be good or bad, positive or negative or both or neither. For example, if learning management systems allow us to innovate in ways that allow us to create a hypersurveillance state in the classroom or the school I think of that as a sustaining innovation, but mos def not positive. Or I think of digital annotation in the service of trolling and hate speech to be a destructive innovation. The idea of innovation as solution is a destructive one, but dominant among Silicon Valley technocrats. These folks have a vision of the learning world (and by these people I refer to Gates, Peter Thiel, charter schoolists, and Ayn Randian autodidacts of all stripes) that has a fascist, true believer stripe a yard wide and a mile deep. Their brand of tech solutionism is truly innovative, but not something better. I don't mean this sound so damned disrespective of your point of view here because I see that you want only a particular kind of humane and limited tech. We need that kind of limitation but I also think we need the uglier rhetoric of pushback, something I love so much about Diane Ravitch's conversion experience as she writes about in her blog. She pulls no punches because she knows the innovators who oppose her don't fight fair.

Words are such frail reeds and jargon is the frailest of the frail. We are not gears to be engaged by clutch and transmission. Why is there such a profound abstraction within the hiearchies of education. It seems as if these same folks are the first to leap from the fire of the classroom into the cozy confines of administration and abstraction. Engagement is not a listicle and certainly not way to manage complexity. I know I sound begrudging and sour here, but I really don't fully trust anyone who speaks in the ungrounded eduspeak of "learning experiences", "high levels", "authentic engagement", "deep teaching", and "cognitively engaging environments". And judging by your next comment, neither do you. And, truth to myself, I find myself as guilty as I accuse others to be, but at least my bs-0-meter is fully functional and self-referential.

And they can be guided in return...if they only ask.

Tis profound connection here.

Drivel as abstraction, abstract drivel.

should we have a set of words that describe the gradations of connection in online communications? Contact might be the least connected and collaborative might be the most? Connection is not a monolithic word. It is damnably nuanced. It has both negative and positive connotations. What are we to do?

I am sorry, but this jargon sticks in my throat. I don't know what 'larger moral imperative' means. It seems to me that a smaller moral imperative is still an imperative, neither big nor small. This is what kept me from reading all of Couros's book. Too much jargon. I know it is a powerful personal bias on my part. I wish it wasn't so but there you have it. I kept wanting to ask him, elaborate or give me a fer instance or I need a concrete example. School is nothing to me without the concrete. Abstraction is a tool for seizing power or so it has come to mean that as I have experienced it.

HOMAGOSO

I have absolutely no desire to become distinguished or proficient or any other measure other than helpful and serving others.

I am thinking here that we learning by crossing boundaries and barriers. We reflect outside of the boundary (blogpost/tweet/FB) and we reflect inside the boundary (self-thoughts, private journals). The learning happens for me when I cross the margins and borders. If the boundary is impermeable, well...no learning. This is the part of connected learning theory that I would like to look at more--permeability and community and connection and learning. Or to be a little more legible, the necessity of a commons to learning.

Reminded for some reason of carpenter's adage: measure twice,cut once Reminded of the question in Crhis Offut's short story, "Sawdust": where does the sawdust go in a math problem? Reminded of Thoreau's observation about wood--it warms you twice, once when you cut it and also when you burn it.

lots of paths of least bad effect and some good effect

An astonishing throwaway observation that fits in with my own recent interest in how even the atomic level of the net, blog posts, can be generate so damned much signal that it becomes big noise.

reminds me of the cliche "herding cats"

puhleeeeze, stop using this non-word.

Another term of art that I did not know but which makes sense especially in terms of the kind of work that needs to be done after the initial push of work on any project or discipline.

Rather marvelous exploration here especially near the end where we get the telling binary of "work" v "happy path". Work is error correction. Happy path is...well, it is the raison d'etre for the project. It is the thing that once done is thought forever done. T'aint necessarily so.

high proportion of edspeak here:

Initiative fully leverage potential address engage opportunity structure students’ commitments and capacities leveraging best practices civic learning opportunities action steps impact

The pupils of the Tendai school used to study meditation before Zen entered Japan. Four of them who were intimate friends promised one another to observe seven days of silence.

On the first day all were silent. Their meditation had begun auspiciously, but when night came and the oil lamps were growing dim one of the pupils could not help exclaiming to a servant: "Fix those lamps."

The second pupil was surprised to hear th first one talk. "We are not supposed to say a word," he remarked.

"You two are stupid. Why did you talk?" asked the third.

"I am the only one who has not talked," concluded the fourth pupil.

I thought this said "empty hat" at first and then it morphed into "empty heart" and finally into "empty art". What does this have to do with empathy hats? It does not follow. Yet it does follow "as the night the day, Thou canst not then be false to any man."

https://www.youtube.com/watch?v=sXS2esgBvxQ

It means, it signifies, it is without praise or condemnation what it is.

None of Us Are Free

Well you better listen my sister's and brothers, 'cause if you do you can hear There are voices still calling across the years. And they're all crying across the ocean, And they're cryin' across the land, And they will till we all come to understand.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

And there are people still in darkness, And they just can't see the light. If you don't say it's wrong then that says it right. We got try to feel for each other, let our brother's know that We care. Got to get the message, send it out loud and clear.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

It's a simple truth we all need, just to hear and to see. None of us are free, one of us is chained. None of us are free. Now I swear your salvation isn't too hard too find, None of us can find it on our own. We've got to join together in spirit, heart and mind. So that every soul who's suffering will know they're not alone.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

If you just look around you, Your gonna see what I say. Cause the world is getting smaller each passing day. Now it's time to start making changes, And it's time for us all to realize, That the truth is shining real bright right before our eyes.

None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

https://www.youtube.com/watch?v=eFkmRp_G2uo

A couple of latter day "Gloria"

https://www.youtube.com/watch?v=J0aHmMfZTEw

https://www.youtube.com/watch?v=xxygqSTO1lQ

For me and many the only way out is through. For me it was through a postage stamp of ground that even after 30 years I am only on a nodding acquaintance with.

It has taken me this long to discover only this and these very littles: https://www.youtube.com/watch?v=vsu_dCr2VGg

Isn't it pretty to think so? Who owns your blog? Who mines your blog? Who owns the memory spoor that is your blog? The googazonbook knoweth.

God is the Panopticon. Her commandments are the graffito of our lives made cog-like in our mind's gearing. Lock the gates.

https://www.youtube.com/watch?v=D0IO9EIWJ4w

Greenwald demos why he is so important.

I am reading your post backwards because I can.

Here is the link to all the tutorials.

Love the font. I don't remember seeing that one on Canva before.

Yes, in the Renaissance, but what about now. What constitutes "thinking and speaking well" at this moment? Does it also included Instagram/Snapchat/Cartooning/Meme-ing/Soundclouding/Zeega-ing/etc?

This is an impossible assertion to prove or disprove. Don't know where you go from here in a conversation other than to say perhaps Shakespeare was the hardy outlier who was liberated in spite of not because of.

I would say "in spite of" here because there wasn't much nurturing. Psychologists have a term for this: hardiness. Others call it resilience. I think the best term for it is Naseem Taleb's--anti-fragility.

https://science360.gov/obj/tkn-video/fb4adc92-1b7c-4ace-8a9e-1f7bacf8adbc/fragility-robustness-antifragility

Also, you have been deprived of the right and the skills to make your own education.

I think that templates within their limits can be generative as well. I use Graff and Birkenstein's They Say/I Say as a text to help students begin to create from nearly nothing to, I hope, something. The problem comes when my students don't get enough time to generate and practice and learn from what they make. Not...enough...time.

https://www.youtube.com/watch?v=Nk5KI7JAbEE

Got a nice email back from the author.

Dear Professor Elliott,

Thank you for sharing my essay “How to Think Like Shakespeare”:

http://www.chronicle.com/article/How-to-Think-Like-Shakespeare/237593

I appreciate the notice.

Yours sincerely,

Scott Newstok Department of English Rhodes College www.rhodes.edu/newstok

shuffle the deck

Blindspots revealed?

understand

observe

anti-strategize with loving chaos.

And dance.

cross fertilize, put aside your discipline.

Then share

Break bread.

Sit with folk.

Find a congenial space.

This is well worth dwelling over, wallowing in, arguing for and against and neither.

For some of us, we have a target audience but we never reach it anyway. Wrong target prolly.

Often we celebrate the extraordinary (or what others have defined such). We reward a few teachers or a few students. We celebrate these saving remnants when we should flip the celebration and its story.

I think I am guilty of telling my story through my students rather than their story. I think that is the default position. So now I need to figure out how to stand where there story lives. All it takes sometimes is one small shift in stance to see a brand new world or to step out of your blindspot.

You cannot industrialize these 'skills'. They are not monolithic things to be pulled apart on the ground and put into students heads like gears. The whole approach is wrong here. The skills we are talking about here are ways of being in the world. And there are many ways, for example, of being a "complex problem solver". Out of context, creative problem solvers are like pundits, expert ignoramuses. See Nicholas Taleb here.

Maybe we could develop reading/writing/numerating/citizenship/tinkering schools?

The idea of a course is sucking up all the oxygen in the room, a room that isn't really a room anymore, but a semipermeable space, connecting and connected, a node, a synapse.

Was hoping somebody might drop by and annotate a hello. So...I am saying hello to my past self from my future self. Exactly, I am a time travelling and making notes here. Who knew? Time travel is a bit of a bore.

Or to put a force field around my students for at least part of the day, a force field of curiosity and passion, the most powerful in the universe.

How in the name of Odin did this guy get such a wide following. Jingoistic. Narrow. Motto-fied jibberish.

I haven't read the book, but I admit to a deep distrust and even exhaustion with these words. If he had added 'disruption' to it, I think my mind would be officially blown. BTW, is it even fair for me to critique out of context. Yes and no. Unfair? Yes, but who said life is fair? No, it is never unfair to remark upon the efficacy of jargon.

I do this exercise on a semi-regular basis especially when I am feeling a little "parched" for creativity.

Some resources:

Poets.org

Genius.com annotations using Bartleby

A quick bio

Birbiglia warns, "There is going to be an insane amount of work ahead, and your time might be spent better elsewhere." And he quotes Angela Duckworth who argues that this is the better question: "In what way do I wish the world were different? What problem can I help solve?"

If that doesn't thrill me, then I should quit. I tell my students this all the time, if the research question doesn't thrill you--quit. Time to eat my own dog food. Hmmm, yummy, better than I thought.

https://www.youtube.com/watch?v=IA-rIhvpNGQ

Who will be my editor? This is not something I have asked my learning community to do. Is it something they would like to be put upon to do? Perhaps I need to ask others, my own revolving "dissertation" committee that would actually be useful. Who could this be? Academics need not apply? No, I need a broad spectrum of folks who aren't afraid to be honest.

Everything I do feels like a failure of some kind. Especially if no one seems to take me up an opportunity to collaborate and learn. I just need to get used to the idea that folks don't get why I was put here like I do. But failing alone is not what we want. We want 'failure toward' something. Or perhaps it is falling toward something. We get up and take more steps and then fall again. Until...like the stupid babies that we are, we keep upright and walk, unsteady but better each time we arise. After that the falls are more spectacular, bur more ...edifying.

One set of steps I need to take is toward longer form work and toward my regular production of poetry. I live in an academic environment that does not value that in folks like me. I am viewed as a self-publishing dilletante as I do this. So be it. It is more important for me to do than to get folks to attend. That will always be a fail, this attention whoring, this marketing of one's 'brand' in the service of mammon. So...I will write and publish more poetry and begin some longer term projects.

Every morning as I prepare for class and every day that I have time to explore new ideas (and old ones, too), I should do so and share them. Write posts, write tweets, do screencasts, do hangouts. Do anything. Offer to do anything as long as it gibes with what you want to bring into the world and with what is asking to be born into the world. The only think I know that fits that description is my own voice and self and take and stance on learning in the world. Right or wrong. Mine.

A feldgang into the future, to live there where the eco thrives.

The purpose of the course? How?