At some point this semester,
please post a link to an article, video, website, etc. that made you think
about something we’ve done in class. Also, please provide a brief discussion
about whatever you submitted. This has no due date, but my hope is that you
will check it periodically and read what your classmates are posting (feel free
to comment, too).
https://www.thisamericanlife.org/about/announcements/ira-glass-commencement-speech
ReplyDeleteIra Glass delivered the commencement speech at the May 2018 graduation for the Columbia University School of Journalism, where he was also presented with a distinguished award for “singular journalistic performance.” One of the most notable (and humorous) segments of his words included the statements:
“Editing is crucial because in my experience anything you try to make - what YOU want is for the story to be AMAZING. But what the story wants to be is MEDIOCRE OR WORSE. And the entire process of making the story is convincing the story to not be what it wants to be, which is BAD.”
Glass goes on to emphasize the importance of seeking out critical and trustworthy individuals who will add perspective and dimension to one’s work. These portions of his speech mirror Kurt’s intentions for our class as demonstrated by our writing groups; the first meeting of our summer session began with Kurt specifying how crucial it is to maintain a circle of peers with whom we write and critique one another’s work. As reflected in the first two chapters of Becker, Glass further urges the writing we produce to carry with it the sense of purpose, appeal, and thoughtful intelligence our readers need and deserve to receive.
In thinking about this post, I had wanted to find a connection with our class to something taking place in current news. Thus, I decided to simply google “truth” into Google News and see where my search would lead me. Most of the results referred to the trustworthiness of politicians or public individuals seeking and fighting for the truth in diverse contexts. Based on these results, and what I have experienced in the social world, it seems that whether or not an alleged truth is indeed truth, humans are constantly seeking definitive truths, or answers, for different problems or situations, including to provide humans with comfort, something to blame, etc.
ReplyDeleteIt did not take me long to find an article that immediately reminded me of our course: “If truth is relative, we have little hope.” In the article (see link below), the author discusses the problem with viewing “truth” as relative, particularly in the areas of politics and law. For example, the author describes how Thomas Jefferson wrote in the Declaration of Independence “We hold these truths to be self-evident, that all men are created equal…” In referencing this quote, the author questions: if we consider truth to be relative, then are men truly created equal? Do we really have unalienable rights? Questioning these alleged “truths” creates problems for the American society. Although I agree that viewing Jefferson’s words with uncertainty would cause distress and havoc among the American public, it also leads me to agree with pragmatists like Dewey, that our truths are socially constructed, with the influence of the human factor impacting everything. To explain, in America, we established that all men are created equal and have unalienable rights—this is our culturally and socially constructed human truth, that is (for the most part) universally accepted across the nation.
http://www.lubbockonline.com/opinion/20180612/letter-if-truth-is-relative---we-have-little-hope
Katie
I think that this shows just how relative "truth" is. The same man (Thomas Jefferson) who said "we hold these truths to be self-evident, that all men are created equal".... was a slaveholder who owned other humans as property. Clearly his truth was not that all humans are equal. I would say that looking at Jefferson's writings versus his actions would be proof that there is not one "truth" and we have seen the results of that for hundreds of years in this country.
Deletehttps://blogs.roosevelt.edu/review/2015/01/22/what-would-dewey-say-today/
ReplyDeleteThis blog considers many of Dewey's beliefs and assumptions about problem solving and co-creating a world that works well for everyone, ideas and actions, and the ability of children to learn complex subjects to discuss the state of education, especially at the elementary and secondary level, in today's world. Dewey's beliefs that all individuals have potential, talent and intellectual powers have been discussed in this article in light of how if everyone came together in an interconnected manner, we could help uplift and contribute to the well-being of the underserved and further, those whom she/he will influence. This blog also addresses a construct Dewey extensively rote about- democracy. The author discusses the strengths of working together in order to listen to everyone (as in a democracy) to meet shared goals and the needs of the society through communication. Dewey has been talked about as a public intellectual whose aim was to bring about positive change and the improvement of society. The aforementioned beliefs have been placed within the context of education in the United States to support and provide equitable opportunities to all children and teachers.
Toshna Pandey
https://educational-system.blogspot.com/2013/02/implications-of-pragmatism-in.html
ReplyDeleteThis blog provides further information about pragmatism as one of the most important schools of the philosophy of education. It overlaps with some content that we learned through the assigned text and class discussions. It also provides further items for consideration such as the different forms, key principals, and implications for the educational system (i.e. curriculum, teaching, and discipline).
Hello Angela,
DeleteI like the paragraph that states - Education as life. I agree with the pragmatist view that education is life-long learning...it never really ends.
Hello Angela,
DeleteI like the paragraph that states - Education as life. I agree with the pragmatist view that education is life-long learning...it never really ends.
https://www.theatlantic.com/entertainment/archive/2018/06/the-self-defeating-ways-americans-talk-about-feminism/564098/
ReplyDeleteYesterday the first two book groups gave their presentations (nice job!). This morning I woke up and was looking around my internet news/commentary sites, as I am apt to do and I came across this just published piece in the Atlantic about how feminism is perceived in the U.S. One thing that stuck me was how similar the criticisms of the #metoo movement are to the kinds of awful things that people have said to each of our presenters.
I really like the way that Garber points our that what critics see as disorganization, lack of discipline, etc. is actually the way that feminism's commitment to inclusion and giving voice to those who were previously voiceless plays out in a social movement and that this is a good thing!
http://nomas.org/roles-of-men-with-feminism-and-feminist-theory/
ReplyDeleteI've been thinking about the group who presented on feminism for the past few days. Many people in my field (instructional technology) talk about increasing STEM opportunities for girls in schools. I have touched on this in some things that I've written, but I haven't really explored how what I'm currently studying at VCU could possibly impact girls' attitudes toward STEM subjects. I have however, thought about how as a white male, is it my place to be the one writing about this? I am a strong pro-feminism supporter, but I don't want to pretend to speak for women, or even girls. I know that by writing about girls in STEM, I'm not speaking for the girls, and I would hope that feminist scholars would see me writing about this topic as a positive addition to the literature/conversation.
I was wondering what everyone thought of the article I linked at the top of this post. I'm going to save my thoughts, but if you have a chance to read it (it's really short), please reply!
Matt,
DeleteI have asked myself a similar question about being a middle class white woman who is interested in working for equity for marginalized populations. Can I really ever have any credibility. But what I have come to think is that people like me, who have undoubtedly benefited from the inequality just through the fact of being born "white and middle class" who need to draw attention to the issue. In fact, I feel ever more strongly that it is my duty to do something instead of just standing back and staying silent. I think that women need men to stand up and say, hey, I'm not a woman but I agree that they have a right to say what happens with their bodies. I don't want to make decisions for them. I say that even as a white male you can make a difference, and you can be a voice for your female students! As a white male you may be able to bring attention to the issue and make things change!
Hello Matt,
DeleteAn interesting article. I understand what the author is trying to say but what I hear in the use of the word 'pro-feminist' is he agrees with feminists and their views, supports them but...
I am not sure how helpful the 'but' is to the cause. But I can't throw stones because back home whenever I had to organize meetings with mainly male policy makers, I was very careful with my use of feminist sounding words in reports, letters, agendas etc because I did not want doors to close. Now I find myself questioning that decision.
I was listening to a story on NPR about Brain Balance centers. I am providing a link to the story here if you want to read/listen to the audio: https://www.npr.org/sections/health-shots/2018/06/18/616805015/cutting-edge-program-for-children-with-autism-and-adhd-rests-on-razor-thin-evide
ReplyDeleteIf you haven’t heard of them, they are a franchise of schools to help students with ADHD, Autism, and other disorders and boast that they are currently “taking in over $50 million in annual revenue”. They report their satisfaction rating, based on surveys of parents whose children have completed the program as 8.5/10. They also boast lots of parent testimonials about how this was “life-changing” for their families. They say that their method is “evidence-based” and they cite the (2) studies that prove such, one of which was co-authored by the founder of Brain Balance centers, Richard Melillo (who benefits financially from the company). Several researchers have noted limitations of the study, one of the main concerns being that there is no control group. Parents typically spend thousands of dollars for their child to be enrolled in the center for several months to a year, (18 months is usually the longest). Some are setting up GoFundMe accounts, dipping into their retirement, etc. in order to pay for this.
My first thought about this was “what a crock of crap, and people are paying tons of money for it”. Are there really measurable differences, or are the parents just wanting to see these miraculous changes to make them feel better about spending so much money? Or, are there lots of dissatisfied customers out there like the couple featured in the story? But then I started thinking, if the people who are paying for it are happy with the results, even after spending thousands or tens of thousands of dollars on it, then is it worth it for them? I know a lot of people who suffer from chronic illnesses and have gotten great comfort from “alternative therapies”.
It was interesting to me because it puts things we have been talking about wrt “educational research” and “good research” into the public setting. It also made me think about some of the things we have talked about in class, especially the Ruby Payne stuff, because even though several respected researchers have highlighted the glaring problems with this “evidence-based” program people are willing and happy to spend so much money on it. I just thought it was interesting and I wanted to hear some of your thoughts on it!
Great post Joy! I agree...as parents have taken kids to Kumon or Sylvan learning centers, I often wondered what they were thinking. Of course these centers would "find something wrong" with a student's learning ability, and offer a plan of intervention because that's why they are business. That's how they make money. However, there have been some students that have benefited from it. I don't know if it was the research-based practice, or just the one-on-one attention. I think you may be on to something when you said it might be worth it to them.
DeleteI find Dr. Melillo’s commentary on the Parkland shooter chilling. His willingness to capitalize on such a tragedy is heartbreaking. I have taught students with Autism for 17 years and it is so difficult when I have parents who want to believe and trust in a “new treatment” blindly without a critical eye. Autism is so complex and each student so different. Stories like this create hope which is often followed by horrible disappointment. Any intervention will have some effect. Parents who are actively looking for answers will find a way to cause some change. If there was indeed some "cure" for Autism I would be the first to shout from the rooftops.
DeleteMarshall:
ReplyDeleteI stumbled upon this TED talk (link below) relating to how we construct visual representations of complex systems, and which influences how we think about those systems. The previous focus on the “Tree” (including Darwin) and the current trend to represent complex systems of thought as networks reminded me of our discussions in class, particularly Kurt’s introduction of Kuhn’s believe that instead of a steady increase in the volume of human knowledge, we have paradigms that get more and more fully formed and then drastic shifts (think: Copernicus, Einstein, etc.) to new paradigms.
Kuhn’s paradigm way of thinking about knowledge has been bouncing around in my head since that class and I’ve seen it in some of my readings, including the Foucault book. I wonder if we could use the network way of representing knowledge to connect the different paradigms and if such a representation would bring to light common threads (sorry, Becker, for the metaphor). That may be enlightening!
https://www.ted.com/talks/manuel_lima_a_visual_history_of_human_knowledge
I found this very interesting. I do find myself mapping concepts within the tree structure even when the web would provide a better structure. I circumvent this by merely including arrows. The concept of the network is more appropriate for representations of so many things. I first became aware of this as I was teaching my students the predator prey relationship which of course is really the food web and not merely the food chain. My son recently explained the concept of “blockchain” to me. This theory reduces the complex web of a business transaction into a systematic formation which creates shared truths of fidelity within the group action. Blockchain provides a spin off of networkism.
DeleteA few weeks ago when we discussed Dewey's ideas of inquiry and knowledge, I recalled a conversation I had with the librarian at my school about the guided inquiry process. This method for discovering knowledge is used by the librarians in Hanover as a way for students to dig deeper into the inquiry process, and aligns with library and English/Language Arts research standards. This process helps students to understand ways to conduct research, and write and report about research. Knowing the context of the inquiry, I wonder what Dewey would say about this process to develop knowledge in a collaborative, thoughtful way? This article from Rutgers University has some information about the guided inquiry process. http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/
ReplyDeleteTeacher Action Research
ReplyDeletehttps://www.sagepub.com/sites/default/files/upm-binaries/27030_2.pdf
This article provides a good description of action research and methods of application. It points out that action research is a paradigm and not a method. The article highlights the dynamic process involved in inquiry. It gives an interesting historical perspective of action research. The influence of postmodernism and feminism on this method of inquiry are discussed. Five themes within the feminist perspective; gender, multiple identities and interlocking oppressions, voice and silence, everyday experiences, and power are discussed in light of action research. The article ties themes of critical theory and practical application. Though the article is heavy on the teacher as researcher it does mention collaborative action research which may involve colleagues, students university faculty or parents or a combination of collaborators.
In the year 2000, the United Nations called for developing nations to create access to schooling for all children (and developed nations to assist the effort). The assumption was that once children were in school, they would learn. Enrolment rates went up but learning outcomes did not improve; maybe because nothing was being done about increasing educational resources.
ReplyDeleteA survey (see link below) conducted by a Tanzanian NGO on 22,000 households in the nation assessed the learning outcomes of school aged children as a way to show what was really happening in the country. The results from the survey are not as important as the thinking behind the need for surveys like this. The NGO questioned why the United Nations focused on the quantitative aspect of education research (numbers) and thought nothing of qualitative research (skills, values and knowledge acquired). Biesta and Burbules (2003) say that pragmatism is more of a way of “un-thinking certain false dichotomies, certain assumptions, certain traditional practices and ways of doing things, and in this it can open up new possibilities for thought”. The work done by the NGO in the video provides a different way of thinking about universal basic education and the questions that should be asked. It highlights the fact that there is a need for coordination and cooperation between educational researchers and practitioners; and that the children attending school and the parents that send them to school are organisms interacting with their environment – who, when they become dissatisfied with school either stop going or lose hope in education being the solution it is made out to be. The good thing now is that the United Nations is focusing on quality of education.
http://blogs.worldbank.org/africacan/is-our-tanzanian-children-learning
Public Access to Journals:
ReplyDeletehttps://www.ted.com/talks/erica_stone_academic_research_is_publicly_funded_why_isn_t_it_publicly_available
Through out our classes, we collectively discussed how to build the bridge between researchers and practitioners and came up with numerous ways on how to begin to build this bridge. In this discussion we discussed something that I have spent ample time thinking about; the expense of access to research journals. Researchers conduct and write truly useful and inspiring work, but yet this work is not made available to most practitioners due to the price of the journal. Therefore, it makes you ask who are they writing to and for? If practitioners do not have access to these journal then it appears that researchers are writing for other researchers. Thus, the bridge from researcher to practitioner continues to widen.
I have also thought about this issue from a personal standpoint. I have yet to decide what path I want to embark on after the completion of this doctoral program. However, I do know I want to continue researching wherever my path takes me. Unfortunately, if I do not remain in academia and my company does not have the funds to pay for access to journals my research will be limited. I do not want this to be my deciding factor on whether I work in academia or in a non-profit. I want me deciding factor to be about were I can best serve. However, this does have impact.
Here is a link to a Ted Talk about public access to journals.
How do you think this could change the relationship between practitioners and researchers? Do you think we should do this?
"The Summer of Rage" published June 29, 2018, in New York Magazine.
ReplyDeletehttps://www.thecut.com/2018/06/summer-of-rage.html
I came across this article in my twitter feed, and it struck a nerve with me in light of my experience with racial and economic bias in the legal field, my group's Foucault reading, and political and social movements occurring during the last few weeks, months, and years. The article explores how white males (who have always been a minority of the total US population) uses (and has used) institutional and social tools to maintain hegemony and perpetuate their power in politics, economics, law, and culture. The article synthesizes many recent events extremely well and applies critical theory as well as race, gender, and ethnicity to power dynamics in American society. I found the article to be extremely accessible and dynamically written, and I highly recommend it. It's a solid counterpoint to the often dry scholarly article or research report that incorporate such theoretical perspectives, because it shows the broad scope of such power dynamics in action across contemporary and historical American society. After you read it, let me know when you want to sign up for the revolution. I'm totally on board.
Pete Willis
I feel this article helps a lot in the approaches and perspectives we have discussed in class: The Selection of a Research Approach.
ReplyDeleteLink to PDF:
https://us.sagepub.com/sites/default/files/upm-binaries/55588_Chapter_1_Sample_Creswell_Research_Design_4e.pdf
It related three research approaches into philosophical views, methods, and design. For example, "pragmatism is not committed to any one system of philosophy and reality. This applies to mixed methods research in that inquirers draw liberally from both quantitative and qualitative assumptions when they engage in their research (page11)." The summary and charts are helpful and clear in comprehension.
Fa Zhang