be you. (gec11)

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be you. (gec11)

  1. 1. [a q u i e t r e v o l u t i o n]
  2. 2. [a q u i e t r e v o l u t i o n] There are no replica thumb prints. That is discrimination to infinity. When we facilitate that, prejudice will decrease. What the world needs most, is people being themselves. People driven by that which they can’t not do . click to play trailer
  3. 3. [a q u i e t r e v o l u t i o n] what is wrong with school?
  4. 4. [a q u i e t r e v o l u t i o n] not much really. except that it is not per choice.
  5. 5. [a q u i e t r e v o l u t i o n] imagine school
  6. 6. [a q u i e t r e v o l u t i o n] imagine school per choice.
  7. 7. [a q u i e t r e v o l u t i o n] imagine people gathering in spaces
  8. 8. [a q u i e t r e v o l u t i o n] imagine people gathering in spaces per choice.
  9. 9. [a q u i e t r e v o l u t i o n] Knowledge which is acquired under compulsion
  10. 10. [a q u i e t r e v o l u t i o n] Knowledge which is acquired under compulsion obtains no hold on the mind. -Plato
  11. 11. [a q u i e t r e v o l u t i o n] I believe that the contemporary crisis of education demands that we review the very idea of publicly prescribed learning rather than the methods used in its enforcement . - Ivan Illich, Deschooling Society, 1972 free ebook free audio high recommend also Illich’s Tools for Conviviality
  12. 12. [a q u i e t r e v o l u t i o n]
  13. 13. be you book draft lab connections site
  14. 14. [a q u i e t r e v o l u t i o n]
  15. 15. [a q u i e t r e v o l u t i o n] <ul><li>Our findings : </li></ul><ul><ul><li>Ed/school could be about finding & facilitating the genius in each person. </li></ul></ul><ul><ul><li>2) Self-reflection of process of learning </li></ul></ul><ul><ul><li>appears to get at #1. </li></ul></ul><ul><ul><li>3) Publicly prescribed curriculum appears </li></ul></ul><ul><ul><li>to keep most from 1 and 2 . </li></ul></ul>
  16. 16. [a q u i e t r e v o l u t i o n] in a book. in a house. in people. via modeling the web.
  17. 17. [a q u i e t r e v o l u t i o n] in a book. in a house. be you house (as model of city) in people. via modeling the web.
  18. 18. [a q u i e t r e v o l u t i o n] table of contents: live doc of table of contents
  19. 19. [a q u i e t r e v o l u t i o n] ch. 1 detox (rhizomatic learning) <ul><li>A process of learning to learn. Detox is guiding self-reflections via video documentation. </li></ul><ul><li>A temporary means to: </li></ul><ul><ul><li>get people back to a natural state of learning, being, and doing. The wonder and intellectual curiosities most of us had at least until the age of 4 or 5. </li></ul></ul><ul><ul><li>come together as a people to eradicate the standardization of public ed as we know it. via perhaps an alternate means to monitor growth. </li></ul></ul>
  20. 20. [a q u i e t r e v o l u t i o n] notice. Step out of the routine. Notice the unlikely. dream. Imagine yourself doing, solving, becoming, creating, and making. connect. What, when, where, how and with whom you connect, up to you. do. does it matter? is it awesome? Both beg to whom, …perfect mindset. be. Rid your mind of chatter that has previously determined a perceived self.
  21. 21. [a q u i e t r e v o l u t i o n] <ul><li>As seen in Deb Roy and Cinemetrics tech: </li></ul><ul><ul><li>imagine… </li></ul></ul><ul><ul><ul><li>from a huge data base of video documented self-reflection, we call out a remix (like video speed reading) that span any amount of time, ie: 2-4 years, about various requested topic. </li></ul></ul></ul><ul><ul><li>imagine… </li></ul></ul><ul><ul><ul><li>this video(s) shows a more accurate look at a person’s growth in not only a more compact way for the searcher, but a more humane way for the doer. </li></ul></ul></ul><ul><ul><ul><li>ie: actual doing, monitor for new words and narrowing of focus </li></ul></ul></ul><ul><ul><li>more on the plan </li></ul></ul>& wikipedia, google
  22. 22. [a q u i e t r e v o l u t i o n] ch. 2 city as floorplan (rhizomatic spaces) A means to finding and utilizing shared spaces, shared people, and shared resources to actualize the potential when we live, learn, and be, with no publicly prescribed agenda.
  23. 23. [a q u i e t r e v o l u t i o n] The high school buildings become resource centers and meet up spaces.
  24. 24. [a q u i e t r e v o l u t i o n] ch. 3 inter- dependency (rhizomatic connections) A means to remain calm, safe, and growing in the chaos. The safety of the buddy system.
  25. 25. [a q u i e t r e v o l u t i o n] qr code to this video
  26. 26. [a q u i e t r e v o l u t i o n] The term interdependency came as we were researching laws for homeless teens. This connection can provide needed support, safety, accountability. The belief that you are understood/known by someone is one of the most liberating feelings a person can have. Corey
  27. 27. [a q u i e t r e v o l u t i o n] ch. 4 mentor alongside (rhizomatic expertise) A means to realize and utilize the expertise in everyone.
  28. 28. [a q u i e t r e v o l u t i o n] Learning to deliberately not teach. Mentor positioned physically and mentally alongside, doing their own thing, modeling what it is to learn, what it is to be. Listening, without an agenda. <ul><ul><li>Useful ignorance , knowing what to do when you don’t know what to do. </li></ul></ul><ul><ul><li>- Erica McWilliams </li></ul></ul>
  29. 29. [a q u i e t r e v o l u t i o n] ch. 5 culture of trust (rhizomatic currency) A fundamental attitude, everyone desires good, every actor has a reason.
  30. 30. [a q u i e t r e v o l u t i o n] <ul><ul><li>We could be educating the world, but policy keeps getting in the way. - David Wiley </li></ul></ul><ul><ul><li>Too much of our time is spent on management of a system(s) created because of mistrust . </li></ul></ul><ul><ul><li>While the mistrust isn’t necessarily blatant, it’s a learned art. </li></ul></ul><ul><ul><li>The system perpetuates dependence upon the system. </li></ul></ul>Trust them. Trust learning. Seat time, prescribed curriculum, standardized tests, even project based learning, as we know it, compromise the genius inside us. Partial freedom is not freedom. -Krishnamurti perhaps we compromise too much by seeking proof for things. imagine a culture of trust. that people are good right now. that you are fine today…. start being/doing more of you.
  31. 31. [a q u i e t r e v o l u t i o n] aup for tech use, dress code, house rules, play and work rules, etc...
  32. 32. [a q u i e t r e v o l u t i o n] <ul><li>biggest pushbacks : </li></ul><ul><ul><li>What about the basics? </li></ul></ul>
  33. 33. [a q u i e t r e v o l u t i o n] <ul><li>What are the basics? </li></ul><ul><li>Who decides? </li></ul><ul><li>Who decides who decides? </li></ul>
  34. 34. [a q u i e t r e v o l u t i o n] <ul><li>From Mary Catherine Bateson’s Peripheral Visions: </li></ul><ul><ul><li>One conspicuous strand of contemporary debate attempts to inventory what every member of society needs to know, whether in curricula and proposed standard examinations in such more fanciful forms as E.D. Hirsch, JR.'s cultural literacy, or in so-called canon. No one, it might be argued, is a full participant in American society who is not numerate and literate in English does not know enough of the rules of baseball and civics to take sides, and so on and so forth perhaps at very great length. Depending on how we define full participant, it may be essential to have read Melville or to understand the theory of relativity. It may also be necessary to know how to program a VCR or how to fill out an application for food stamps. No one, it might be argued is a full participant in American society who does not have some basic knowledge of histories and folkways of the diverse groups that compose that society. Some knowledge of Buddhism and some of Vodun. </li></ul></ul><ul><ul><li>But are there any competent participants in American society? Young people must be prepared to feel like newly arrived immigrants through much of their lives. They need to know how to observe, how to learn, how to adapt, how to draw on other people's expertise. How to improvise and cope with only partial knowledge and how to imagine alternatives . </li></ul></ul>yes. lots of words… that’s what happens when we all start adding what we think belongs in the basics.. no?
  35. 35. [a q u i e t r e v o l u t i o n] <ul><li>biggest pushbacks : </li></ul><ul><ul><li>1) What about the basics? </li></ul></ul><ul><ul><li>2) What about college admission, what about employer resume? </li></ul></ul>
  36. 36. [a q u i e t r e v o l u t i o n] <ul><ul><li>How are things going as is… </li></ul></ul>ie: PISA – math as more universal with relatively few language barriers. Yet, math on these tests more likened to school math, than mathematical thinking. So perhaps.. a competition between countries on a topic that is very restrictive and not used by most people.
  37. 37. [a q u i e t r e v o l u t i o n] <ul><ul><li>elevator pitch?… </li></ul></ul>be you. Trying to define anything beyond that compromises the culture w/in each person.
  38. 38. [a q u i e t r e v o l u t i o n]

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