One of the clearest summaries of this soliloquy was provided by Schopenhauer :
'The essential purport of the world-famous monologue in Hamlet is, in condensed form, that our state is so wretched that complete non-existence would be decidedly preferable to it. Now if suicide actually offered us this, so that the alternative "to be or not to be" lay before us in the full sense of the words, it could be chosen unconditionally as a highly desirable termination ("a consummation devoutly to be wish'd" [Act III, Sc. I.]). There is something in us, however, which tells us that this is not so, that this is not the end of things, that death is not an absolute annihilation.'
Friday, February 24, 2006
"What Dreams May Come..."
Last night was amazing. We went to G'ville to see a production of Hamlet. As we walked out of California Dreaming--stuffed to our faces--we heard the news that another of our former SCS students was killed in a car accident. Nathan was killed on Thanksgiving. Wednesday night John Nichols died as well. I had a dream last night that I didn't realize was a dream until early this morning. I was having a conversation with Michael Stemler and we were talking about whether John and Nathan know each other again. We began to weep together... I had similar dreams after Nathan passed on.
I wonder what it's like for them now. I remember the two young men as having purpose. They were sure in their mission. They wanted to love other people, they were excited about the Lord, even passionate.
They are two young men whose faces are imprinted on my memory, and I pray they would remain.
I wonder what it's like for them now. I remember the two young men as having purpose. They were sure in their mission. They wanted to love other people, they were excited about the Lord, even passionate.
They are two young men whose faces are imprinted on my memory, and I pray they would remain.
Monday, February 20, 2006
Monday, February 13, 2006
Remember Who You Are.
"it's not what you do as a parent; it's who you are..."
What a phenomenal statement by the authors of Freakonomics. In the chapter on "What makes a perfect parent," the writers provide ample evidence from several studies that would seem to back this statement up. By the time it comes time to worry about parenting, it is often too late.
The institution is generational. We may need to increase federal funding of education--although the Constitution seems to say something about reserved powers. We certainly need more technology available for the students; we need quality teachers in every classroom who are committed to continuing to be students themselves; we need innovative administration without the baggage of bureacracy...
But more than anything, we need a renewed commitment to the idea of family stability. I could easily boast about the fact that I'm 28 years old, own my own house, and only bring home around $20,000 annually. Of course, the bragging doesn't lie in the sum of money, but in what I've been able to accomplish with such a paltry amount. But the reality is that we are in this positive position because of the stability of my parents. They worked hard to get an education and to do a little bit better than their folks before them. That's the American dream after all. Now because of their example and my grandfolks before them, my wife and I are in the position to understand the responsibility of parenting. We understand the value of education, hard work, values, perseverance, community, etc... and because of that--at least according to those Freakonomics professors--Samuel Adams Thomas has a pretty good chance in this ol' world.
It's not about ME. That's what the Spirit has always taught us. Somehow, we have to return or perhaps move forward towards strong family structures. We can debate the methods, but shouldn't we agree on that principle?
What a phenomenal statement by the authors of Freakonomics. In the chapter on "What makes a perfect parent," the writers provide ample evidence from several studies that would seem to back this statement up. By the time it comes time to worry about parenting, it is often too late.
The institution is generational. We may need to increase federal funding of education--although the Constitution seems to say something about reserved powers. We certainly need more technology available for the students; we need quality teachers in every classroom who are committed to continuing to be students themselves; we need innovative administration without the baggage of bureacracy...
But more than anything, we need a renewed commitment to the idea of family stability. I could easily boast about the fact that I'm 28 years old, own my own house, and only bring home around $20,000 annually. Of course, the bragging doesn't lie in the sum of money, but in what I've been able to accomplish with such a paltry amount. But the reality is that we are in this positive position because of the stability of my parents. They worked hard to get an education and to do a little bit better than their folks before them. That's the American dream after all. Now because of their example and my grandfolks before them, my wife and I are in the position to understand the responsibility of parenting. We understand the value of education, hard work, values, perseverance, community, etc... and because of that--at least according to those Freakonomics professors--Samuel Adams Thomas has a pretty good chance in this ol' world.
It's not about ME. That's what the Spirit has always taught us. Somehow, we have to return or perhaps move forward towards strong family structures. We can debate the methods, but shouldn't we agree on that principle?
Tuesday, February 07, 2006
Swamped.
This semester I'm teaching one Civics class, two AP Psychology classes... I'm taking 9 hours of online course work--including Geography, Secondary Methods, and Cultural Diversity--
I'm participating in a T.A.H. Grant that requires tons of reading and reflection, and on top of it all I'm studying for and planning to take the Praxis II next month.
Time and money, two things a classroom teacher has little of, but is required to spend in order to remain a teacher. Even though I've been at it for 4 years now.... not complaining, just saying.
dt
I'm participating in a T.A.H. Grant that requires tons of reading and reflection, and on top of it all I'm studying for and planning to take the Praxis II next month.
Time and money, two things a classroom teacher has little of, but is required to spend in order to remain a teacher. Even though I've been at it for 4 years now.... not complaining, just saying.
dt
Sunday, February 05, 2006
Pieces.
So these are the job skills that students need to possess ? High tech clerical jobs. Working for people who have the best ideas and can implement those ideas with their access to capital. Seems like that's the way it has always been. Sounds a bit like Atlas Shrugged I guess.
I'm pretty sure we have a few business classes that emphasize the use of technology. I will try and develop ways to integrate it into AP psych and Civics classes.
The ICT Literacy Assessment touches on traditional skills, such as
analytical reading and math, but with a technological twist. Test-takers, for
instance, may be asked to query a database, compose an e-mail based on their
research, or seek information on the Internet and decide how reliable it
is.
I'm pretty sure we have a few business classes that emphasize the use of technology. I will try and develop ways to integrate it into AP psych and Civics classes.
Friday, February 03, 2006
Relevance
First of all, you should go and check out the 2 part pondering podcast(1,2) on education/india/china etc. fascinating.
the purpose of this post, however, is simply to mention a few plans i used in the classroom this past week--both in AP Psychology. earlier in the week as we were discussing neuroscience i had the students read the first chapter of Daniel Pink's newest "A Whole New Mind." In that chapter he discusses left brain/right brain function as well as giving description to fMRI and the like. The reading led to a decent discussion on the specifics of right/left lobe function--which was the point as far as the curriculum, and it also provided me the opportunity to expose the students to the tripartite problem of ASIA, ABUNDANCE, and AUTOMATION. That discussion wasn't as active as I would have hoped, but i think in large part that has to do with the fact that these students have never even thought of such things.
Another thing that I did this week had to do with evolutionary psychology. i don't necessarily subscribe to this theory all that much, but it did give me a chance to put up some "animal behavior" pics on my powerpoint. the one with the lady bugs doing it was a hit... i also used a pic of GWBush scratching his head and making a patented face to illustrate the similarities in genetics between humans and chimps--i know my left leaning friends will appreciate that one.
shall i return from yet another rabbit trail? so the relevant issue i used today in class came from the book Freakonomics. it was from the part that talks about people's preferences on EHarmony.com and like sites. I then related it to Evo. Psych. But again, it provided me with the opportunity to explain to them some of the premises of the text.
Igniting the conversation is what it's all about right? I even admitted not knowing how evolutionary psychologists would explain the issue of racial preference, but analyzed/synthesized and extrapolated right in front of their eyes/ears. On top of it all, I let them know that's what i was doing--that's tough sometimes with the ego of a teacher:)
I've never worked/prepared/innovated as much as I am doing this past 2 weeks in AP Psych. But they make it easy, because they provide the reward by eating it up/soaking it in and striving to do better and learn more. That type of effort doesn't get rewarded in the same way, nor nearly as often in less advanced classes. That certainly doesn't mean we should subtract time or resources from less advanced students, but it does indicate that mental/emotional-- dare i say-- spiritual toughness is required to make a dent in some of their lives. (that would be a positive dent)
the purpose of this post, however, is simply to mention a few plans i used in the classroom this past week--both in AP Psychology. earlier in the week as we were discussing neuroscience i had the students read the first chapter of Daniel Pink's newest "A Whole New Mind." In that chapter he discusses left brain/right brain function as well as giving description to fMRI and the like. The reading led to a decent discussion on the specifics of right/left lobe function--which was the point as far as the curriculum, and it also provided me the opportunity to expose the students to the tripartite problem of ASIA, ABUNDANCE, and AUTOMATION. That discussion wasn't as active as I would have hoped, but i think in large part that has to do with the fact that these students have never even thought of such things.
Another thing that I did this week had to do with evolutionary psychology. i don't necessarily subscribe to this theory all that much, but it did give me a chance to put up some "animal behavior" pics on my powerpoint. the one with the lady bugs doing it was a hit... i also used a pic of GWBush scratching his head and making a patented face to illustrate the similarities in genetics between humans and chimps--i know my left leaning friends will appreciate that one.
shall i return from yet another rabbit trail? so the relevant issue i used today in class came from the book Freakonomics. it was from the part that talks about people's preferences on EHarmony.com and like sites. I then related it to Evo. Psych. But again, it provided me with the opportunity to explain to them some of the premises of the text.
Igniting the conversation is what it's all about right? I even admitted not knowing how evolutionary psychologists would explain the issue of racial preference, but analyzed/synthesized and extrapolated right in front of their eyes/ears. On top of it all, I let them know that's what i was doing--that's tough sometimes with the ego of a teacher:)
I've never worked/prepared/innovated as much as I am doing this past 2 weeks in AP Psych. But they make it easy, because they provide the reward by eating it up/soaking it in and striving to do better and learn more. That type of effort doesn't get rewarded in the same way, nor nearly as often in less advanced classes. That certainly doesn't mean we should subtract time or resources from less advanced students, but it does indicate that mental/emotional-- dare i say-- spiritual toughness is required to make a dent in some of their lives. (that would be a positive dent)
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