Ian has pinged through some links to articles that he would like to appear on this blog. See the list on the right.
Worthy articles are being collected here -
** Maths education - from GOrdon's link
** climate change
https://www.rnz.co.nz/national/programmes/saturday/audio/2018937961/climate-change-from-a-wild-animal-s-point-of-view-adam-welz
** simpsons from Roy
Pseudonyms - Helene, Ernest, Karl and Meanui
Wicked Problems -
Five myths about Israel and Gaza -
Sam Harris begins by describing two important but easily forgotten things given the various pseudo-moral hallucinations being spread, especially by social media
[Elaine:] - I agree with the final statement in this section .. that "a disavowal of Jihadism needs to become the majority opinion among 2 billion Muslims world wide. Until this happens there will be no exit from these sorts of conflict.
[Elaine:] - And/but - Muslim extremists have been pushed into corners for a very long time by Western powers. Some could argue that this approach has fostered extremism.
Myth #1: Israel is guilty of “genocide” in Gaza
Basically this section argues the genocide is too strong a word. Hamas is the target and they are a political force - and they are using their own people as shields. As a side story, Harris reminds the reader that youth wired with explosives were also used in war between Iran and Iraq.
Myth #2: International Humanitarian Law Requires that Israel’s response to Palestinian aggression be “proportional.”
The myth is about the use of the word proportional.
" the concept of “proportionality” [in this context] doesn’t refer to the numbers of casualties on either side of a conflict, much less insist that they be equal. It simply asks that we weigh the military importance of an action against the resulting destruction of civilian life and property."
The final paragraph of this section makes a binary distinction:
"The crucial distinction, which almost no one can keep in view, is that there are now two types of people in this world: those who intentionally torture and kill children and other noncombatants, to maximize horror, and those who seek to avoid doing so, however imperfectly, while defending themselves against the first sort of people. The gulf between these two groups could not be wider, and everything we care about—literally everything—exists on one side of it."
My thoughts - cornered rats fight hard - the question is how to tame the rats.
Myth #3: The Jews Are Colonizers and the Palestinians are Indigenous People.
[Elaine:] Both are indigenous - and used to be able to live in some sort of harmony.
Myth #4: The atrocities committed by Hamas (and over one thousand Palestinian civilians) on October 7th were a legitimate response to oppression.
[Elaine:] No - it was not.
Myth #5: The two sides in this conflict are equally civilized, equally entitled to respect, and equally worth protecting.
[Elaine:] Clearly a myth!! - each side has its own spin on civilisation, its our understanding of respect - and both cultures are worth protecting. The expectation of equality is part of the problem.
June and Elaine went to laughter yoga in the gardens (near the band rotunda) this morning - we really enjoyed it - laughed a lot - and had a picnic lunch afterwards. We met lots of nice people - and even started a conversation about Laughter Yoga becoming allies* with Networking for Well-being. Sally ran the session and taught us lots about the value of laughter (even if it is being acted) it.
We are keen to go again - but it is another year before it will be in the gardens - the network usually meets in St Albans. We hope others might join us - we'd go maybe once or twice a month - and put it on our list of spontaneous* happenings*
For more details check out Christchurch Laughter Yoga
June has found the following snippet about health benefits from Wikipedia
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Notes on all the stars* from above above: Here are explanations of ideas that are gradually becoming used within N4W. This is because N4W is trying to create fresh ways of networking.
* Allies - Allies are groups or networks (or individual people) who have similar underpinning values to those on N4W. They are not part of N4W because they are their own entities. But N4W is NOT trying to create networks or groups unless there is a need growing within N4W for an activity. Our current Allies are all tentative (like we have no formal agreement) - but N4W will promote what they do and keep them informed about what we are doing, when it is relevant. include:
* Spontaneous - some events within the N4W networks occur regularly (for example, Seven Plus has meetings on Wednesday mornings). Other events in N4W arise because one or two people decide they are going somewhere - and let other people know about the time and place - so they can turn up if they feel like it. As part of our development this year, N4W needs to clarify who would like to be contacted when spontaneous events come up.
* Happenings - Happenings are unusual events that might attract interest from lots of people. They are planned by a network within N4W and advertised widely among those who might be interested. For example, if N4W chatted up the St Albans Laughter Yoga group to run a special session for us at a weekend, that would be a Happening.
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Technical notes on developing this blog ...
Toward Collective Praxis in Teacher Education: Complexity, Pragmatism and Practice
Prelude:
Central Idea: The author envisions connecting the teaching profession to positive social change by addressing structural barriers to individual achievement as communal concerns. They advocate for teachers as agents of emancipatory social change but acknowledge constraints. The focus is on shifting from individual and structural perspectives to collective learning dynamics. The author introduces concepts such as complexity, pragmatism, and practice to explore collective knowledge construction, proposing the idea of a "praxitioner collective" for addressing shared concerns and advancing social justice.
Chapter 1: Philosophical Shifts in Unruly Directions
Central Idea: This chapter discusses the need for philosophical shifts in education to address contemporary challenges. The concept of "unachievable equilibrium" is introduced, emphasizing the role of praxitioners in promoting social justice and collective action. Three central shifts are highlighted: a holistic view of societal issues, catalytic research, and collective, paralogical, and reflexive praxis. The chapter advocates for a move beyond the theory-practice dichotomy and a more integrated approach to education.
Chapter 2: Toward Collectivity: Self as Multiple Voices
Central Idea: The author explores the multiplicity of voices within themselves, influenced by cultural values and ideological perspectives. Three essential perspectives—common sense, irony, and strategy—are introduced as voices shaping actions. The chapter presents models like the prism and trivector to illustrate the boundaries of agency and the dynamic nature of subjectivities. The aim is to understand how these voices provide autonomy and freedom, fostering a holistic, pragmatic theoretical base in education.
Chapter 3: Toward what? Transcending modernism/postmodernism
Central Idea: This chapter serves as a bridge between modern and postmodern thinking, exploring the concept of pragmatism. Pragmatism is presented as an eclectic worldview transcending debates between structuralism and post-structuralism. The chapter delves into Wittgenstein's ideas, emphasizing the rejection of traditional metaphysics and epistemology. The author introduces the concept of "praxis after postmodernity" and presents the model of a pragmatic self, Mea-Nui, capable of using different epistemologies based on situations.
Chapter 4: Transcending Reflective Practice
Central Idea: The chapter critically examines reflective practice in the context of teaching and teacher education. It discusses the limitations of existing tools for professional development and the need for teachers to bridge the gap between theory and practice. Critiques of reflective teaching by Smyth and Parker are explored, focusing on political implications and perpetuation of modernist assumptions. The author advocates for collapsing distinctions between theory, practice, and research, promoting a more collective and participatory approach to education.
Chapter 5: Toward Collective Research
Central Idea: The chapter advocates for a shift towards collective research practices in education, challenging the reliance on single correct answers and valuing pluralism. It emphasizes the transformative potential of collective learning and calls for a more inclusive and socially conscious approach to education. The author envisions a future where education is closely linked to positive social change, breaking down structural barriers through collective care for the community.
Chapter 6: Toward Collective Pedagogies - A praxitioner's report
Central Idea: This chapter focuses on the development of a collective pedagogy through practical investigation and knowledge construction. The author emphasizes the importance of addressing issues of oppression in education and introduces the concept of an "Engaged Learning Space." The chapter explores collective praxis in teacher education, highlighting the significance of pedagogy, power dynamics, and ongoing reflective investigations. It calls for a shift in educational discourse towards a collective and democratic approach, fostering engaged learning spaces and ongoing reflection for the betterment of education and society.
A limmerick ..
In realms of learning, a teacher's dream unfolds,
To bridge the gaps, where societal stories are told.
A praxitioner collective, a chorus of voices,
Complexity, pragmatism, in their choices.
Philosophies dance, a ballet of shifts,
From modern to postmodern, where insight lifts.
Voices within, a symphony profound,
Common sense, irony, strategy unbound.
Pragmatic selves emerge, in Wittgenstein's light,
Transcending dichotomies, a harmonious flight.
Reflective practices, critiqued and reformed,
Collapsing boundaries where knowledge is stormed.
Collective research, a transformative quest,
Pluralism cherished, societal care expressed.
Engaged learning spaces, where oppression dissolves,
A pedagogy collective, where harmony evolves.
In the tapestry of education, a story unfolds,
From individual echoes, to collective wisdom it molds.
From philosophy's embrace, to pedagogy's dance,
The journey continues, an ever-evolving trance.
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And the same in simple English
But the prose version is better ...
