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1/24/10 - 10:42am

Reading “Deschooling Society” by Ivan Illich. Trying out Ian’s suggestion of a new approach to reading, non-linear. Letting myself see the page as a whole and focus where my attention gets grabbed. It is interesting.

Page 5 - “For instance, the U.S. poor can count on a truant officer to return their children to school until they reach seventeen, or on a doctor to assign them to a hospital bed that costs them sixty dollars a day - the equivalent of three months income to a majority of people in the world. But such care only makes them dependent on more treatment, and renders them increasingly incapable of organizing their own lives around their own experiences and resources within their communities.”

The idea of a system that creates more symptoms. Always creating value structures which inflate and need to be fixed. We are taught that someday we will be ok if we keep moving forward in the system. That the system itself is fine, shit just happens. I see the correlations in health care and schooling. When are we innovating? What is innovation? I believe that innovation can occur alone, but is much more rewarding when shared. I know it is not repetitive. When I learn, when I start to connect things - my head gets a little fuzzy in the front lobe portion of my brain. I am creating connections and I can literally feel it. Learning can be memorization - but what is the good of memorization without application? What is the good of application without meaning?

Understanding seems to be unquantifiable - yet we quantify it. Just how is reality experienced? Ian talking to me about challenging my system of reading is interesting - his approach easily correlates with London’s views in “Drawing Closer to Nature”. There isn’t an exact method to teaching - just the knowing that room needs to be given, space needs to be made, for a method to occur that fits the situation as the situation manifests itself. I cannot teach each group of students the same way. Each group is different and based on those differences each group calls for different needs to be filled. How can I examine those differences if a clinical prescription is given to each group? Workflow needs a change in management when interacting group that has dexterous thumbs versus a group that has none.

On the other hand plans must be made and reflected upon. Reflection during practice is wholly different that reflection through post-practice conversation or journaling. As Ian and London’s logics go though - let the nature of the situation dictate the response. Look at the entire composition as a whole and draw into what grabs. Do (act) as needed, not as prescribed. Use prescribed when it works, reinvent the wheel while using spare parts from the old wheel - if needed. Try and build a new wheel with materials that don’t work sometime. See how that works, compare, blend and there - somewhere in between all that occurrence you find innovation.

To move like a dancer through reality is to experience a reality through joy, determination, concentration, light-heartedness, elation, beauty, peace, chaos, and order.

daveski writes “Education community needs a safe “youtube” portal” over at the Google Apps Education Forum:

Many schools block youtube.com, including my school.  While there are many terrific educational videos on youtube, many are inappropriate for education.  What we need is a secure portal into an educational version of youtube, call it “youtubeforschool.com”.

1. Create a team of teachers that are willing to preview videos submitted to them for placement into “youtubeforschool.com”.
2. Video viewers on youtube.com can click on a link recommending the video for placement into “youtubeforschool.com”.
3. Schools can allow access to “youtubeforschool.com” while maintaining security for youtube.com.

Objective: Students will work in groups to create a two minute film collage that creates a “mood” or “emotion” in their audience using HDV Cameras, Adobe Premiere, and sound.

Example Moods:

• Anxiety
• Fear
• Paranoia
• Loneliness
• Isolation

Requirements

• Students will work in groups of 3 (Some exceptions)
• Films are 2 minutes long in length
• Moods will be assigned randomly
• Films consist of three shots (2 Cuts)
• Each shot will be part of a different “story” or “setup” that works to support the assigned “Mood”
• No dialogue will be included in any scene!

Exhibition: October 29th 2009

Delivarables:

• Sensory Sheet Exercise
• Film Planning Worksheet
• Two Minute Film

Assessment:

• Film Checklist (Includes all items required)
• Audience Survey
• Peer Assessment
• Self Assessment

Links:

• Bill Viola’s “Sweet Light” (1977)
• “The Sweetness of Sweet Light” (2009) - A Documentary that discusses the importance of Viola’s work on “Sweet Light”

Click here to see Ian Pike’s “Normal Heights Through the Blue and White” at sdreader.com

And the most exciting thing of all:

Page 1 Panel 1 - Headcomics Presents: “This is Where Things Start to get Weird” By Ian Pike and Patrick Yurick