Just because I’m oldy and moldy, some might think I should call it a career. But the passion for the classroom still burns bright. I woke up at 2:30a.m. with these thoughts rattling around. Don’t call it a lecture, that’s demeaning. It was more of a homily/sermon.
- all we’re doing is practicing “thoughtful inquiry”and learning to have “true fun” with ideas— playfulness, connection, flow
- the cutting and pasting of ideas/approaches to life from other especially thoughtful people
- social infrastructure . . . we are products of our environments, you are the company you keep
- how closely have you read the key content, how closely have you listened to your classmates’ ideas, how much time/energy have you invested in examining your inner life?
- epiphany—a usually sudden manifestation or perception of the essential nature or meaning of something; an illuminating discovery, realization, or disclosure
How closely has the student-writer read the key content?
- there are no references to any of the author’s key concepts . . . the paper could’ve been written completely independent of the reading—35%
- the student-writer briefly touches upon the author’s key concepts—55%
- there are repeated, thoughtful references to the author’s main idea(s), the student-writer’s thinking is changed— a little or a lot—as a result of their careful consideration of the author’s main ideas; the student-writer’s ideas are nuanced and demonstrate an appreciation for complexity—10%
I love all of this! The bit reminds me of the epistemology we’ve been learning “’In summary, knowing… is first, foremost, and fundamentally an event. At the center of an event is a nonrational intrusion of a convincing insight…’”
Now say it so that even I can understand it. :)