Thinking about the last post, what does the dearth of reading in this generation mean for teaching? How do you teach to students who don't - or won't - or can't - read?
How can you help them learn to write? I know there are so many people with blogs (and most, like me, have about 4 readers)... practicing writing is good, but it has to be an intentional practice. If I can't form complete sentences.
For example. Hahaha. I think that blogs and online forums have allowed for people to experiment with language, but in many arenas clarity, succinct writing, and basic understanding of grammar is still necessary for communication. Good writing skills shouldn't something amazing - they should be something everyone can attain.
Spelling, now, that's another matter.
Tuesday, May 13, 2008
U Kan Reed?
This article makes many of the same arguments (apparently - I haven't read it!) as The Age of American Unreason, by Susan Jacoby. I'm still working through that book, which traces the origins and history of our current disinterest and distrust of learning.
This new book talks about how we're ignoring the lack of intellectual activity going on in the generation coming up. I'm wondering if their ability to manipulate digital and visual media might not reveal some skills that we haven't thought of yet; however, I don't think that anything good can come of the lack of reading and writing.
Can U Read Kant? - WSJ.com: "To Mark Bauerlein, a professor of English at Emory University, the present is a good time to be young only if you don't mind a tendency toward empty-headedness. In 'The Dumbest Generation,' he argues that cultural and technological forces, far from opening up an exciting new world of learning and thinking, have conspired to create a level of public ignorance so high as to threaten our democracy."
This new book talks about how we're ignoring the lack of intellectual activity going on in the generation coming up. I'm wondering if their ability to manipulate digital and visual media might not reveal some skills that we haven't thought of yet; however, I don't think that anything good can come of the lack of reading and writing.
Can U Read Kant? - WSJ.com: "To Mark Bauerlein, a professor of English at Emory University, the present is a good time to be young only if you don't mind a tendency toward empty-headedness. In 'The Dumbest Generation,' he argues that cultural and technological forces, far from opening up an exciting new world of learning and thinking, have conspired to create a level of public ignorance so high as to threaten our democracy."
More on impactful...
The order of these posts got a bit mussed up, since I'm discovering how to highlight text in pages and then click "Post to Blogger" right from my computer. Which is great - because it allows for easier linking and posting.
This exchange about a Coke slogan - Dansani Water. Everyday. - and how it's stupid - appeared in Harper's Magazine and explains, pretty much, why the word impactful is so stupid.
Open Brackets: "Coke. Izzit."
This exchange about a Coke slogan - Dansani Water. Everyday. - and how it's stupid - appeared in Harper's Magazine and explains, pretty much, why the word impactful is so stupid.
Open Brackets: "Coke. Izzit."
Language Snob
We had a discussion about sticklers for grammar in writing workshops in my class the other day. I think that I've gotten a little better about my distaste for split infinitives and ending sentences with prepositions (although I reserve the right to correct my students).
Yet I continue to have a problem with jargon in writing. I have especially come to dislike the following: synergy, impactful, and leveraged. I especially hate it when I find myself using them.
I posted a post below about "impactful" and a funny exchange featured in Harper's.
Yet I continue to have a problem with jargon in writing. I have especially come to dislike the following: synergy, impactful, and leveraged. I especially hate it when I find myself using them.
I posted a post below about "impactful" and a funny exchange featured in Harper's.
Friday, May 9, 2008
Symbolic Leadership
Lately I've been thinking a lot about symbolic leadership. I just finished a class that had us look at organizations through a variety of frames - bureaucratic, collegial, political, cybernetic, and cultural/symbolic.
Given my interest in ethnography and cultural traditions, I'm drawn to the symbolic frame. There are several ways to see this frame in an organization. Climate or culture of the organization is one. The heros/heroines of the organization is another. Meanings of actions, how things are interpreted, is another. There are some close linkages between the symbolic frame of leadership and the political frame, which is all about power. He who sets the agenda has power; he who interprets the events for everyone else has power. (orshe. got it.)
I'm looking at a way to tie this to ethnography, because I think its an important notion for looking at organizations as cultures and how leaders operate within them. Also, I have a negative view of symbolic leadership, as emphasizing meaning over action. Roseberg's (2004) controversial article on Brown vs. Board of Education talks about how sometimes, a powerful symbol can fool people into thinking that no more action needs to be taken on a particular issue. (I only know the article was controversial because he says in the article that it was controversial. I guess this is a catch-22. I should find out more.)
I'd like to think a bit more on the positive aspects of symbolic leadership, and how leaders create organizational culture.
Given my interest in ethnography and cultural traditions, I'm drawn to the symbolic frame. There are several ways to see this frame in an organization. Climate or culture of the organization is one. The heros/heroines of the organization is another. Meanings of actions, how things are interpreted, is another. There are some close linkages between the symbolic frame of leadership and the political frame, which is all about power. He who sets the agenda has power; he who interprets the events for everyone else has power. (orshe. got it.)
I'm looking at a way to tie this to ethnography, because I think its an important notion for looking at organizations as cultures and how leaders operate within them. Also, I have a negative view of symbolic leadership, as emphasizing meaning over action. Roseberg's (2004) controversial article on Brown vs. Board of Education talks about how sometimes, a powerful symbol can fool people into thinking that no more action needs to be taken on a particular issue. (I only know the article was controversial because he says in the article that it was controversial. I guess this is a catch-22. I should find out more.)
I'd like to think a bit more on the positive aspects of symbolic leadership, and how leaders create organizational culture.
Thursday, May 8, 2008
Wednesday, May 7, 2008
How to transform an academic
This article talks about how I might find employment as a tenure-track faculty member one day.
Well, not that specifically. You'll see!
FT.com / Features of the week - How to transform an academic:
How to transform an academic By Rebecca Knight
Well, not that specifically. You'll see!
FT.com / Features of the week - How to transform an academic:
How to transform an academic By Rebecca Knight
More evidence for a professional journal
This came up in class today... quelle surprise, because it's the one thing that I always think that if I did it, my professional life would be enhanced.
Professional journaling allows not only for immediate reflection on your work, but also creates a more long-term record. That way, when you become the leader that you once disagreed with (I hate ending in prepositions, but I'm in class so I have to be quick), you can look back at your journal to improve your practice.
Professional journaling allows not only for immediate reflection on your work, but also creates a more long-term record. That way, when you become the leader that you once disagreed with (I hate ending in prepositions, but I'm in class so I have to be quick), you can look back at your journal to improve your practice.
Disappointed
I'm disappointed in how seldom any of the presidential candidates talk about education. Michelle Obama has said a few things (she's a great speaker, by the way), but my girl Hillary has said nada. I mean, at least in a big way.
Of course, in many ways, that's because traditionally education is a more local issue. Our school boards and local councils and mayors have more of an impact on education than the president does. I know Fenty being the mayor of DC has had a greater impact on schools than Bush.
In a lot of ways the president sets the symbolic tone - sort of the "theme" that will impact education. Accountability, access... whatever the theme is, that's what "street level bureaucrats' (Weatherly and Lipsky, from 1977) will enact on the ground. The reality, of course, ends up being quite different from the goals set on high.
Of course, in many ways, that's because traditionally education is a more local issue. Our school boards and local councils and mayors have more of an impact on education than the president does. I know Fenty being the mayor of DC has had a greater impact on schools than Bush.
In a lot of ways the president sets the symbolic tone - sort of the "theme" that will impact education. Accountability, access... whatever the theme is, that's what "street level bureaucrats' (Weatherly and Lipsky, from 1977) will enact on the ground. The reality, of course, ends up being quite different from the goals set on high.
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