have begun to send me the LOVELIEST poems about nature.
I figured: why not share?
Here are two of the most recent:

Hi everyone- this is the link to the This American Life podcast I was talking about earlier in Voice class about the law passed in Alabama:  http://www.thisamericanlife.org/radio-archives/episode/456/reap-what-you-sow

I also found another one that looked interesting while looking through the archives: http://www.thisamericanlife.org/radio-archives/episode/414/right-to-remain-silent

I haven't fully listened yet but sounds like it might be relevant to our silence class!

three things that prompted this post:

1. something that happened this summer:  After a three day paddle around a lake, a fourteen year-old shared a story about her adventure during Meeting.  She said that one morning she woke up with the sun and went to stand on a rock which overlooked the lake.  It was windy, and she spread her arms out like bird.  She said that she felt “so solid” and after lamenting about the problems of the world, she finished with: “I wish that more people could stand with me on that rock in the wind to feel the simple power that is just enough.”

After today's carousel activity, I'm finding myself resisting the urge to relate to the texts we're reading. This whole conversation about empathy shook me up a little because I feel like the best way I learn is by trying to relate the texts to my own life. I try to find connections that I can make to others because too much theory can overwhelm me.

I still don't really know if I agree with Sommer's idea that we shouldn't try to look at things in a more universalist lense. I understand what she's saying and agree with her to some extent, but I don't know if I'm willing to change the way I learn and think about things because it's problematic (in her eyes). I feel like in my last post for this class where I was making a connection (or empathizing as Sommer would probably say), I wasn't necessarily trying to relate to my experiences of hardship to Rigoberta or the Quiché. Or maybe I was. I don't know. I was trying to connect my experiences to my mom, who could probably relate more to Rigoberta's stories or horror and hardship than I ever could. I suppose my mom's life story (or any story told by a refugee escaping genocide) would be more worthy of relating to Rigoberta's. I think when I posted that I was just too homesick and missed my mom... I'm so ready for Fall Break.

http://www.npr.org/2012/05/07/152183865/lena-dunham-addresses-criticism-aimed-at-girls?ft=1&f=1008#

"I resent people who say writers write from experience. Writers don't write from experience, though many are hesitant to admit that they don't. I want to be clear about this. If you wrote from experience, you'd get maybe one book, maybe three poems. Writers write from empathy."

-Nikki Giovanni

Near the end of class today, Michaela's comment prompted a discussion of the importance of getting to know our fellow 360ers better. This followed an ongoing discussion about assumptions. While I've been thinking about constructive ways in which we can learn more about each other and where we come from (and, unfortunately, gotten nowhere) that's not what I want to discuss here. During today's talk the word "deserve" was flying around in terms of what we as a class "deserve to know" about our classmates. However, what I want to know is what we deserve to share. Personally, I would love for you all to know a little bit about me (particularly the aspects of my background and current situation that may challenge some common "white/middle class" assumptions (!)) However, I lack the knowledge of what the proper time/space/way is to share these things. Maybe we can brainstorm about that, because I think it's an important step in our class becoming as tight-knit as it has to potential to be. But, with this post, I wanted to make the distinction that I try and think less as though I deserve to know about others and more that I would really appreciate if others knew more about me. 

It's just a small step but I think I'll take a whack as this getting to know each other thing. So, here are two things you probably don't know about me: I love cantaloupe juice and I'm a first generation college student. Nice to meet you!

Today's panel made me realize that I am super uncool. The fact that these high school students were coding, really exploring their identities online AND had a level of understanding of new media technology that I couldn't parallel made me want to crawl into a hole and cry.

Ahem.

Aside from this, I found myself asking the question: how do we educate a younger generation about technology if they seem to know so much more than we do? Technology is evolving so fast these days -- whatever pedagogical approaches to technology that we come up with/theorize about in this course may not be relevant a couple of years down the line. AND whatever technology we teach them to use in schools now might not be useful when they get into college and the wider world.

For example, I was made to do an DiDA (in my day, AiDA) Edexcel GCSE course in ICT. (More info here) I received a certificate that indicated that I could competently use computers. But, a couple of years later, I found that the skills that I used in this course redundant, and a waste of time. All I had was a pathetic little certificate that said that I could use a computer back in 2005. (or was it 2006?) This attempt by my education to ensure that I had the "skills" to use computers later on in life failed.