Unleashing Creativity originally posted on "all that inspires me" A few weeks ago, I ran across this graphic on All that Inspires Me, a Posterous site by Keith Stoekler (@keithstoekler). What a great way to approach life! After all, I am… an artist who can not draw.an author who struggles to write.a photographer with limited vision.a blogger of average talent. But, I am a creator. As an educator, I hope that I inspire a creative approach to education – and life – in my friends, colleagues and students. Like this: Like Loading... "Flow" and Mihaly Csikszentmihalyi - Austega Information Services Pronounced "chicks send me high" according to the Professor! This item in based on a public lecture presented by Professor Mihaly Csikszentmihalyi in Sydney on 17 March 1999, organized by the School of Leisure & Tourism Studies at the University of Technology Sydney. I have heard of Csikszentmihalyi's theory of flow in other writings but have not as yet read any of his own works. It is certainly possible that the following does not adequately reflect his views! Csikszentmihalyi opened the lecture with an account of his name which included reference to its Hungarian/Transylvanian roots. He has looked at many different answers to this question in domains as separate as art, religion, and sport, and in the past as well as the present, and sees that there are many different forms of answer. "How to live life as a work of art, rather than as a chaotic response to external events..." He started with artists, or with those that were "creating meaning". How does it feel to be in "the flow"?
Mr Tayer - Teilhard de Chardin Photo was not included in story Or there was the time that Mr. Tayer and I leaned into the strong wind that suddenly whipped through Central Park, and he told me, “Jeanne, sniff the wind." I joined him in taking great snorts of wind. It was wonderful. He wasn’t merely a great appreciator, engaged by all his senses. I remember one occasion when he was quietly watching a very old woman watching a young boy play a game. “Well. . .yeah. sure, why not?” But perhaps the most extraordinary thing about Mr. The last time that I ever saw him was the Thursday before Easter Sunday, 1955. “Au revoir, Mr. For some reason. Some years later, someone handed me a book without a cover which was titled The Phenomenon of Man. I have often wondered if it was my simplicity and innocence that allowed the fullness of Teilhard’s being to be revealed. I think it was because Teilhard had what few Church officials did—the power and grace of the Love that passes all understanding.
What Kids Should Know About Their Own Brains Getty Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade. In a study published in this month’s issue of the journal Early Education and Development, psychologists Peter Marshall and Christina Comalli began by surveying children aged four to 13 to discover what they already knew about the brain. Marshall and Comalli’s questionnaire turned up the same uncertain grasp of the topic, which the researchers attributed to several factors. A 20-minute lesson about the brain was enough to improve knowledge of brain functioning. To that end, they designed a 20-minute lesson about the brain and delivered it to a group of first-grade students. But the success of their effort opens another possibility.
Sorting Students Into Learning Goals for improved student learning and achievement are widely shared among school districts in Canada. Within these goals, the idea of transforming learning environments for adolescent learners to address persistent gaps in student achievement and student disengagement in and from school is taking hold. At the same time, concerns about the ability of current models of schooling to equip all young people for success in contemporary society are also growing. As school systems work at issues inherent in a model of schooling designed for the past, the 21st century learning agenda also challenges them to advance new processes and outcomes for learning. In the context of the transition from an industrial to post-industrial world, educators have been called upon to consider ideas about teaching and learning that once tended to exist on the margins. Increased calls for secondary school redesign may signal a readiness for considering how schooling might be (radically) different. [1] M. [2] J.
When A Heart Goes Walking Around Outside Your Body - Letters to Solomon - Medium “Making the decision to have a child — it’s momentous. It is to decide forever to have your heart go walking around outside your body.” — Elizabeth Stone In many ways, today was a day like any other. In some ways, it was a first — which wasn’t actually a first. It was the first day you went to daycare, the first day you spent all day away from your home — but which also wasn’t the first time we left you in someone else’s care. When we dropped you off in the morning, you barely batted an eye lash. I was not prepared For some odd reason, it was harder this time around. I thought about the many ways that this was going to be easier than the first time, because A) you’re now a confident, 2 year old toddler — not a fragile 3 month old, and B) I have experience now that I’m not a new mom. Of course, as I was to find out today, when you get complacent and don’t prepare yourself, you get blindsided. But also, maybe it will never get easier, no matter how many times we walk down this road.
12 Most Striking Tendencies of Creative People Ever wonder what makes those wacky, creative types tick? How is it that some people seem to come up with all kinds of interesting, original work while the rest of us trudge along in our daily routines? Creative people are different because they operate a little differently. 1. A short attention span isn’t always a good thing, but it can indicate that the creative person has grasped one concept and is ready to go on to the next one. 2. Fearlessness is absolutely necessary for creating original work, because of the possibility of rejection. 3. Rules, to the creative person, are indeed made to be broken. 4. Seeing new possibilities is a little risky, because it means that something will change and some sort of action will have to be taken. 5. A photographer doesn’t just take one shot, and a composer doesn’t just write down a fully realized symphony. 6. The hermit artist, alone in his garret, is a romantic notion but not always an accurate one. 7. 8. 9. 10. 11. 12.
Online Teaching: 15 Ways Online Educators Can Light Social Engagement Afire : InformED Why Would Philosophers Deny That Consciousness Is Real? | Mind Matters A Dutch computer scientist and philosopher who has reflected deeply on the mind–matter problem finds himself asking, how can serious scientists or philosophers convince themselves that their own consciousness “doesn’t exist” or is a “mistaken construct”? What, exactly, is thinking the thought that their consciousness doesn’t exist? I want to understand what makes the consciousness of an intelligent human being deny its own existence with a straight face. Kastrup (above right) summarizes some key arguments: Neuroscientist Michael Graziano sees consciousness as “a model that the brain constructs of itself,” “as a ghostly, non-physical essence,” for efficient processing. The problem is, as Kastrup says, consciousness doesn’t feel particularly ghostly at all, especially not in the face of pain, loss, or other sufferings. If consciousness is an illusion, whose pain is experienced? It’s becoming clearer with each passing year that no materialist model of consciousness sheds much light.
10 Creative Collaboration Tips for Educators Posted on Friday June 22, 2012 by Michael Keathley One of the most common laments that educators have is that our profession tends to isolate us from our peers. Faculty may spend all day in a classroom working with their students with little, if any, time to converse with other teachers. For online instructors, the feeling of aloneness may even be intensified. On those occasions when educators have a chance to sit down and talk with one another, the torrent of creative energy and ideas is both electrifying and fulfilling. The unfortunate part is that too often we let the day-to-day routine keep us from getting together to share ideas and inspiration like this. As blogger Edna Sackson demonstrated, there are actually a lot of easy ways to spark creative collaboration among our colleagues. 1. 2. At times there seems to be a fear or reluctance to discuss ideas, but part of opening the door to creative collaboration is talking. 3. 4. 5. Move out of your own department and field of study. 6.
Everything you know about curriculum may be wrong. Really. UPDATE: Cool. This post was nominated and made the shortlist for Most Influential Post of 2012 by edublog. I’m really honored! What if the earth moves and the sun is at rest? The educational thought experiment I wish to undertake concerns curriculum. In our own era, this may seem to some as nutty as Copernicus’ idea must have seemed. Well, this works fine if the present is just like the past; if ideas turn into competent action automatically; and if theory, not effects, matters most. So, suppose knowledge is not the goal of education. As odd as that might sound for academics, it makes perfect sense in our everyday lives. In athletics this is very clear: the game is the curriculum; the game is the teacher. So, it would be very foolish to learn soccer (or child-rearing or music or how to cook) in lectures. The Copernican hypothesis eventually made sense because it did two things: made better sense of the data, and dealt with increasingly embarrassing anomalies in the Ptolemaic view.
The Mysterious Reappearance of Consciousness I recently published an article on IAI News criticizing the bizarre notion—called ‘eliminativism’ or ‘illusionism’ in philosophy—that phenomenal consciousness, experience itself, with its felt qualities, doesn’t actually exist. This position is held, among others, by Princeton neuroscientist Michael Graziano, who has published a reply to my essay, to which this article is a response. Let me start by saying that I appreciate Graziano’s willingness to engage; this is the only way that we will slowly inch our way towards clarity and—hopefully—some level of consensus regarding the nature of consciousness. It is also in the same spirit that I offer this rejoinder, for—as attentive readers will have noticed—Graziano’s reply doesn’t require a reaction: if anything, it unintentionally strengthens and confirms my original criticisms, making my own points better than I did. Indeed, Graziano’s defining claim is overtly philosophical: “consciousness doesn’t happen. 'An internal dialogue?