The document discusses the role and purpose of teachers and curriculum. It questions how curriculum is defined and characterized, comparing it to trying to nail Jell-O to a wall. It explores different views of what teachers' roles should be, such as info-givers, subject matter specialists, or mentors. The document also references studies about rewarding students and the potential negative effects of an over-reliance on tools and technology in limiting creativity and imagination. It advocates for a focus on joy rather than just knowledge transmission in education.

1. 2/2 ReadingsTyler Stubenhofer

2. Marsh and Willis“Characterizing curriculum is like trying to nailJell-Oto a wall.” -HK Wright

3. Curriculum = racecourse (Latin)aracethroughyourcourses?!

4. Teachers of the FutureTeachers as...info-givers?subject matter specialists?motivators?gatekeepers?resource persons?counselors?mentors?

5. Eisner12,000hours

6. 10,000hours?

7. Eisner!!!

8. How long should our paper be??

9. How can I git ‘r done quickest??

10. Teachers of the FutureTeachers as...info-givers?subject matter specialists?motivators?gatekeepers?resource persons?counselors?mentors?

11. Teachers of the FutureTeachers as...info-givers?subject matter specialists?motivators?gatekeepers?resource persons?counselors?mentors?

12. San FranRead books --> go to lunch early

13. SanFranthird graders

14. Study showed...reward with a cookie YAY!reward with a cookie yaydon’t give cookie HEY!!!REWARD JUNKIES

15. Studiesshow

16. cookie

18. cookie

20. cookie

21. grrrHey now

22. Differentiationbyability

23. “why should students whose background or genetic makeup is advantageous be rewarded in this public way? [Are the other students] less worthy?”

24. WHYAre we doing things just to do them?

25. Lewis Mumford (1938)“The habit of producing goods whether they are needed or not, of utilizing inventions whether they are useful or not, of applying power whether it is effective or not...”singing recordwithaperson  telephone

26. No need for imagination

27. Ivan Illich (1973)Tools restrict rather than expand“People feel joy... [when] their activities are creative.”“The growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence.”

28. Ivan Illich (1973)Tools restrict rather than expand“People feel joy... [when] their activities are creative.”“The growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence.”

29. Ivan Illich (1973)Tools restrict rather than expand“People feel joy... [when] their activities are creative.”“The growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence.”VIAGRA

30. Ivan Illich (1973)Tools restrict rather than expand“People feel joy... [when] their activities are creative.”“The growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence.”VIAGRA

31. Ivan Illich (1973)Tools restrict rather than expand“People feel joy... [when] their activities are creative.”“The growth of tools beyond a certain point increases regimentation, dependence, exploitation, and impotence.”VIAGRA

32. Ivan Illich (cont.)“School curricula or marriage laws are no less purposely shaped social devices than road networks.”

33. Teachers of the FutureTeachers as...info-givers?subject matter specialists?motivators?gatekeepers?resource persons?counselors?mentors?Traffic cop?Road sign?

34. ee cummings“I’d rather learn from one bird how to sing than teach ten thousand stars how not to dance.”JOY over KNOWLEDGEthere is no formative test for joy

35. ee cummings“I’d rather learn from one bird how to sing than teach ten thousand stars how not to dance.”JOY over KNOWLEDGE(there is no formative test for joy)