Outdoor learning training bumper starterMatt Robinson
A simple rolling presentation full of great quotes and inspiring images about outdoor learning in schools. Ideal to start an INSET or sharing event with colleagues or parents. Quotes from across UK including DfE / National Curriculum in England and Wales and CfE in Scotland.
Outdoor learning training bumper starterMatt Robinson
A simple rolling presentation full of great quotes and inspiring images about outdoor learning in schools. Ideal to start an INSET or sharing event with colleagues or parents. Quotes from across UK including DfE / National Curriculum in England and Wales and CfE in Scotland.
PAULO FREIRE CHAPTER 2 OF PEDAGOGY OF THE OPPRESSEDThis reading.docxdanhaley45372
PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED
This reading is from: PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993.
A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Para is Belem." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better a teachers she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking' concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledge.
The Banking” Concept of Education Paulo Freire A car.docxarnoldmeredith47041
The “Banking” Concept of Education
Paulo Freire
A careful analysis of the teacher-student relationship at any level,
inside or outside the school, reveals its fundamentally narrative character.
This relationship involves a narrating Subject (the teacher) and patient,
listening objects (the students). The contents, whether values or empirical
dimensions of reality, tend in the process of being narrated to become
lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static,
compartmentalized, and predictable. Or else he expounds on a topic
completely alien to the existential experience of the students. His task is to
“fill" the students with the contents of his narration—contents which are
detached from reality, disconnected from the totality that engendered them
and could give them significance. Words are emptied of their
concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is
the sonority of words, not their transforming power. "Four times four is
sixteen; the capital of Pará is Belém." The student records, memorizes,
and repeats these phrases without perceiving what four times four really
means, or realizing the true significance of "capital" in the affirmation "the
capital of Para is Belém," that is, what Belém means for Pará and what
Pará means for Brazil.
Narration (with the teacher as narrator) leads the students to
memorize mechanically the narrated content. Worse yet, it turns them into
"containers," into "receptacles" to be "filled" by the teacher. The more
completely she fills the receptacles, the better a teacher she is. The more
meekly the receptacles permit themselves to be filled, the better students
they are.
Education thus becomes an act of depositing, in which the students
are the depositories and the teacher is the depositor. Instead of
communicating, the teacher issues communiques and makes deposits
which the students patiently receive, memorize, and repeat. This is the
"banking" concept of education, in which the scope of action allowed to the
students extends only as far as receiving, filing, and storing the deposits.
They do, it is true, have the opportunity to become collectors or
cataloguers of the things they store. But in the last analysis, it is the
people themselves who are filed away through the lack of creativity,
transformation, and knowledge in this (at best) misguided system. For
apart from inquiry, apart from the praxis, individuals cannot be truly
human. Knowledge emerges only through invention and re-invention,
through the restless, impatient, continuing, hopeful inquiry human beings
pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed
by those who consider themselves knowledgeable upon those whom they
Freire—2
consider to kn.
Motivation letter - motivation essay : An exampleThe Free School
This college application essay is an example of one that incorporates academic argument, creative writing and personal narrative. The motivation letter is also known as a personal essay and a personal statement.
Key words: motivation essay, motivation letter, essay, college application essay, scholarship essay, personal statement.
10Pedagogy of the OppressedChapter 2On the banking concept .docxhyacinthshackley2629
10
Pedagogy of the Oppressed
Chapter 2
On the “banking concept of education” <HTTP://www.Marxist.org/subject/education/freire/pedagogy/ch02.htm>
Paulo Freire
A careful analysis of the teacher-student relationship at any level inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowle.
This presentation was used by my colleague and I to stimulate ideas ahead of our presentation at Networked Learning Conference 2014 in Edinburgh in April. We used this presentation as something to respond to and it proved highly generative for other ideas.
Ethical issues for administrators power point session 2.2018.bbbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
PAULO FREIRE CHAPTER 2 OF PEDAGOGY OF THE OPPRESSEDThis reading.docxdanhaley45372
PAULO FREIRE: CHAPTER 2 OF PEDAGOGY OF THE OPPRESSED
This reading is from: PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993.
A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to "fill" the students with the contents of his narration -- contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. "Four times four is sixteen; the capital of Para is Belem." The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation "the capital of Para is Belem," that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated account. Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better a teachers she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking' concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledge.
The Banking” Concept of Education Paulo Freire A car.docxarnoldmeredith47041
The “Banking” Concept of Education
Paulo Freire
A careful analysis of the teacher-student relationship at any level,
inside or outside the school, reveals its fundamentally narrative character.
This relationship involves a narrating Subject (the teacher) and patient,
listening objects (the students). The contents, whether values or empirical
dimensions of reality, tend in the process of being narrated to become
lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static,
compartmentalized, and predictable. Or else he expounds on a topic
completely alien to the existential experience of the students. His task is to
“fill" the students with the contents of his narration—contents which are
detached from reality, disconnected from the totality that engendered them
and could give them significance. Words are emptied of their
concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is
the sonority of words, not their transforming power. "Four times four is
sixteen; the capital of Pará is Belém." The student records, memorizes,
and repeats these phrases without perceiving what four times four really
means, or realizing the true significance of "capital" in the affirmation "the
capital of Para is Belém," that is, what Belém means for Pará and what
Pará means for Brazil.
Narration (with the teacher as narrator) leads the students to
memorize mechanically the narrated content. Worse yet, it turns them into
"containers," into "receptacles" to be "filled" by the teacher. The more
completely she fills the receptacles, the better a teacher she is. The more
meekly the receptacles permit themselves to be filled, the better students
they are.
Education thus becomes an act of depositing, in which the students
are the depositories and the teacher is the depositor. Instead of
communicating, the teacher issues communiques and makes deposits
which the students patiently receive, memorize, and repeat. This is the
"banking" concept of education, in which the scope of action allowed to the
students extends only as far as receiving, filing, and storing the deposits.
They do, it is true, have the opportunity to become collectors or
cataloguers of the things they store. But in the last analysis, it is the
people themselves who are filed away through the lack of creativity,
transformation, and knowledge in this (at best) misguided system. For
apart from inquiry, apart from the praxis, individuals cannot be truly
human. Knowledge emerges only through invention and re-invention,
through the restless, impatient, continuing, hopeful inquiry human beings
pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed
by those who consider themselves knowledgeable upon those whom they
Freire—2
consider to kn.
Motivation letter - motivation essay : An exampleThe Free School
This college application essay is an example of one that incorporates academic argument, creative writing and personal narrative. The motivation letter is also known as a personal essay and a personal statement.
Key words: motivation essay, motivation letter, essay, college application essay, scholarship essay, personal statement.
10Pedagogy of the OppressedChapter 2On the banking concept .docxhyacinthshackley2629
10
Pedagogy of the Oppressed
Chapter 2
On the “banking concept of education” <HTTP://www.Marxist.org/subject/education/freire/pedagogy/ch02.htm>
Paulo Freire
A careful analysis of the teacher-student relationship at any level inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.
The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.
The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Para is Belem.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belem,” that is, what Belem means for Para and what Para means for Brazil.
Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.
Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry, human beings pursue in the world, with the world, and with each other.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowle.
This presentation was used by my colleague and I to stimulate ideas ahead of our presentation at Networked Learning Conference 2014 in Edinburgh in April. We used this presentation as something to respond to and it proved highly generative for other ideas.
Ethical issues for administrators power point session 2.2018.bbbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Embracing uncertainty: collaboration as learningDave Cormier
Keynote for AACUSS conference at UPEI. Great audience feedback... some of it was included in the uploaded powerpoint. Did some work breaking out the cynefin framework.
Presentation features rhizomatic stuff focused on a student services audience.
Five things I think I think
The best teaching prepares people for dealing with uncertainty
The community can be the curriculum – learning when there is no answer
The rhizome is a model for learning for uncertainty
Rhizomatic learning works in the complex domain
We need to make students responsible for their own learning (and the learning of others)
Social Media for Small Business - those you know and those you don'tDave Cormier
A presentation done in Charlottetown addressing the two main types of audiences in social media. The people you know... and those you don't. It attempts to address the different ways in which these people can form a relationahiop with your business.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
6. Soldiers are the defenders of the status quo. They are the ones who establish what things we currently know that the worker should remember.
7. The nomad is a creative thinker. They are not restrained by the status quo and carve their own paths. They learn things because they need them.
8. Nomads are not wanderers, homeless nor necessarily restless or relentless – [they are] purposed, mindful, drawn to next discoveries and to bringing these home, communal and communicative in both social settings and self-reflection, learners because of and teachers with their families – where the context is about making it safe to take risk and where the mentoring is about making it possible to discern risk and make other decisions. Ilene Dawn Alexander
9.
10.
11. We are no longer confined by this particular packaging.
12. We are no longer restricted to listening to the smartest person in the room.
13. Rhizomes are aggressive, chaotic and resilient. They are difficult to contain. They follow their own paths. http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/ rhizomes!
14.
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17.
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19. I'm not saying there will be no resistance. New ways and new responsibilities are not easy. That's learning.
20. The rhizome is a metaphor, like the nomad is a metaphor. The Nomad learns rhizomatically - in directions unforeseen, and, maybe, to new creative spaces. It's a process of becoming, of coming to understand. We are all different, and our new knowledge must become part of us.