Today in class we did a peer review. I was partnered with Chanelle. I'm actually very glad that we had this peer review because Chanelle gave me some really good feedback on my research component. She informed me to further expand on my summary, and gave me specific parts where I should do so. When i verbally explained the article to her she was able to understand better than what i had wrote on my wiki. I'm glad because I have an actual point in my writing where to work on and how to work on.
Also Professor Lee talked about how we can better develop our web project page, which is something im currently focusing on.
On a side note, we have to do presentations of our web project, which is something I always hate.
Tuesday, December 2, 2008
Sunday, November 30, 2008
Library Component
Hmm..the library component is not confusing, it's just going through the different articles to see which ones best relate to my community is slightly annoying. Though all of them have some relevance, its just difficult to determine which has more significance over the other since none have a general over view of my community. They each deal with a certain aspect of my community. Overall the ones I've chosen fit, in the sense they offer a decent outsider view of my community.
Although I hate doing things like this, this project is actually fun. Professor Lee allowed us to choice something on our own, something that interest us. By doing this, anyone who actually belongs to a community should be finding this project quite enjoyable. It really hasn't seemed like work and since its something I enjoy its not boring.
Although I hate doing things like this, this project is actually fun. Professor Lee allowed us to choice something on our own, something that interest us. By doing this, anyone who actually belongs to a community should be finding this project quite enjoyable. It really hasn't seemed like work and since its something I enjoy its not boring.
Wednesday, November 5, 2008
11-4-08 Work
Guaman Poman’s New Chronicle
What is our way of understanding culture, community?
"When I look at a culture, I look at what the culture values, language , their religion, there norms, race.
Contact Zone
When cultures clash they begin to take from each other. They begin transculturation. As they take norms and exchange it norms they begin to assimilate and understand each other more but on a different level. A level in which they become equal.
The standard understanding is very set and fix. And if we look at things to be one way, we would not get certain things. "
That was my writing for today, pertaining to the Contact Zone.
------------------------------------------------------------------------------------------------
“If one thinks of cultures, or literatures, as discrete, coherently structured, monolingual edifices, Guaman Poma’s text, and indeed any auto ethnographic work, appears anomalous or chaotic."
This was taken from our actual task. It expresses what I was trying to get at but in a different way. My view was a way that we have one way to look at things or we look at specific things. There isn’t really a better understanding of another culture. They were kinda similar but my way never really viewed another culture as inferior.
-------------------------------------------------------------------------------------------------
on a side note:
Prof.Lee asked us ( my group) why might cultures feel superior when looking at another, I thought to myself of pride, honor, and wanting to feel special. It really didn’t apply but it just popped in.
What is our way of understanding culture, community?
"When I look at a culture, I look at what the culture values, language , their religion, there norms, race.
Contact Zone
When cultures clash they begin to take from each other. They begin transculturation. As they take norms and exchange it norms they begin to assimilate and understand each other more but on a different level. A level in which they become equal.
The standard understanding is very set and fix. And if we look at things to be one way, we would not get certain things. "
That was my writing for today, pertaining to the Contact Zone.
------------------------------------------------------------------------------------------------
“If one thinks of cultures, or literatures, as discrete, coherently structured, monolingual edifices, Guaman Poma’s text, and indeed any auto ethnographic work, appears anomalous or chaotic."
This was taken from our actual task. It expresses what I was trying to get at but in a different way. My view was a way that we have one way to look at things or we look at specific things. There isn’t really a better understanding of another culture. They were kinda similar but my way never really viewed another culture as inferior.
-------------------------------------------------------------------------------------------------
on a side note:
Prof.Lee asked us ( my group) why might cultures feel superior when looking at another, I thought to myself of pride, honor, and wanting to feel special. It really didn’t apply but it just popped in.
Wednesday, October 22, 2008
Paulo Freire & Michel Foucault
So..I was walking in from my philosophy class in Hortense Powdermaker hall...when suddenly something caught my eye. While walking out, to my right was a quote from Michel Foucault. Right now i don't remember what the quote was exactly except that it had something to do with thought.
I thought it was interesting seeing how we just finished reading his essay Panopticism. I was about to continue walking until i looked further to the left and found another quote, by Paulo Freiere. I don't remember the quote at all as i was leaving. I was just thinking that these 2 quotes are side by side each other, and that we just did a comparative essay on works by these 2 people. I was also wondering how significant these people are, or why Prof.Less chose them as topics of reading and disucussion. I just found it interesting is all..
I thought it was interesting seeing how we just finished reading his essay Panopticism. I was about to continue walking until i looked further to the left and found another quote, by Paulo Freiere. I don't remember the quote at all as i was leaving. I was just thinking that these 2 quotes are side by side each other, and that we just did a comparative essay on works by these 2 people. I was also wondering how significant these people are, or why Prof.Less chose them as topics of reading and disucussion. I just found it interesting is all..
Reasons/Conditions for Revision
Yesterday, we went over a sheet that gave 10 reasons for revisions. This sheet had certain phrases that were to be interpreted into a more practical reason. I found this fun to do. We were grouped up to decipher the phrases. My group was given phrase 1 and 2. which were:
1. All life is meaningful.
2. Memory is selective and fallible.
--------------------------------------
My group came up with the following, respectively:
1.Time can always bring you new ideas and thoughts, these thoughts can change previous ideas and views that you had on a topic.
2.You can make mistakes on based on the things that you recall, when you recall them you can recall them with a bias and make the event not true.
It was very tricky to think of a proper way to further define the phrases but it was fun.
1. All life is meaningful.
2. Memory is selective and fallible.
--------------------------------------
My group came up with the following, respectively:
1.Time can always bring you new ideas and thoughts, these thoughts can change previous ideas and views that you had on a topic.
2.You can make mistakes on based on the things that you recall, when you recall them you can recall them with a bias and make the event not true.
It was very tricky to think of a proper way to further define the phrases but it was fun.
Tuesday, September 23, 2008
Class Discussion 9-23-08
Today in class we continued to discuss Foucault's essay, Panopticism. We talked about the plague, which Fouault opens with, and the panopticon We determined that the plague symbolized chaos and that the panopticon represented discipline and order. We also discussed what each did, for example, how the order brought on by the panopticon allowed for synergy amongst society and makes people do what they are suppose to.
One student in our class argued, I think, that the plague, which represented chaos, brought upon, or atleast, helped bring discipline. For lack of a better analogy, it's like having light that hits an object and creates a shadow. The shadow only exists because of the presence of light.
I enjoyed today's discussion mostly because it allowed me to comprehend Foucault's writing better than what i previously understood, although I am still fuzzy on most his writing.
One student in our class argued, I think, that the plague, which represented chaos, brought upon, or atleast, helped bring discipline. For lack of a better analogy, it's like having light that hits an object and creates a shadow. The shadow only exists because of the presence of light.
I enjoyed today's discussion mostly because it allowed me to comprehend Foucault's writing better than what i previously understood, although I am still fuzzy on most his writing.
Monday, September 15, 2008
Another quote from Freire's "The Banking Concept of Education"
While in class, this part of the essay was pointed out to us. This quote, I find, makes the most important point at the flaw of the banking concept.
"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator."
I find this to make a very valid point especially if we take another quote to be true. This quote is under the effects of problem posing education.
"The world- no longer something to be described with deceptive words-becomes the object of that transforming action by men and women which results in their humanization."
When we examine the first quote and the effects of the banking concept, we can see that it pacifies people. It makes us spectators, not the re-creator, transformer, of the world. The point here, from what i interpret, is that it slows down progression.
"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator."
I find this to make a very valid point especially if we take another quote to be true. This quote is under the effects of problem posing education.
"The world- no longer something to be described with deceptive words-becomes the object of that transforming action by men and women which results in their humanization."
When we examine the first quote and the effects of the banking concept, we can see that it pacifies people. It makes us spectators, not the re-creator, transformer, of the world. The point here, from what i interpret, is that it slows down progression.
Wednesday, September 3, 2008
Thoughts and Quotes from Freire's "The Banking Concept of Education"
Let me start off by saying I enjoyed reading this essay, although it felt as if it jumped around bit or maybe that i could not follow everything mentioned.
The following quotes from the essay are just bits in which i found some interest in their meaning.
The first
" Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry..."
Nothing really to say about that quote except that it is true.
The next is something which i personally believe to be true.
"The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialect, accept their ignorance as justifying the teacher's existence..."
The entire quote is something I believe to be true. The part in which I labeled red, is something in which i feel I've had experience with. In high school, I felt that some of the teachers purposely taught in such a manner to try and keep students from understanding concepts and formulas. I don't know whether it was intentional or not, but i believe that the reasoning behind it was the same...for the justification of his title and position.
Another instance of this would be during the one of the occasionally held "Rubik Cube Club Meetings" My friend knew how to solve the dreaded cube, and passed the knowledge onto me. Along the road, he decided to found a club in school dedicated to teaching other people how to solve the cube. However, actually witnessing him teach fellow students how to solve the cube, I saw that he'd use harder terminology and analogies to reach students. I arrived at the conclusion that he had been doing it that way to promote and establish the idea of his own intelligence, and to have others believe it to be true. ( some might disagree with me, but you'd have to know the person to understand why i arrived at that conclusion.)
Aside from those two experiences, when reading the part of the quote which states, "... accept their ignorance..." (referring to the students) I can't help remember the self-fulfilling prophecy, which i learned in psychology. The way i took that part of the quote was that the teacher treats the students as if they truly cannot understand or begin to know anything about the subject, with this, the students believe too themselves.
The following quotes from the essay are just bits in which i found some interest in their meaning.
The first
" Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry..."
Nothing really to say about that quote except that it is true.
The next is something which i personally believe to be true.
"The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialect, accept their ignorance as justifying the teacher's existence..."
The entire quote is something I believe to be true. The part in which I labeled red, is something in which i feel I've had experience with. In high school, I felt that some of the teachers purposely taught in such a manner to try and keep students from understanding concepts and formulas. I don't know whether it was intentional or not, but i believe that the reasoning behind it was the same...for the justification of his title and position.
Another instance of this would be during the one of the occasionally held "Rubik Cube Club Meetings" My friend knew how to solve the dreaded cube, and passed the knowledge onto me. Along the road, he decided to found a club in school dedicated to teaching other people how to solve the cube. However, actually witnessing him teach fellow students how to solve the cube, I saw that he'd use harder terminology and analogies to reach students. I arrived at the conclusion that he had been doing it that way to promote and establish the idea of his own intelligence, and to have others believe it to be true. ( some might disagree with me, but you'd have to know the person to understand why i arrived at that conclusion.)
Aside from those two experiences, when reading the part of the quote which states, "... accept their ignorance..." (referring to the students) I can't help remember the self-fulfilling prophecy, which i learned in psychology. The way i took that part of the quote was that the teacher treats the students as if they truly cannot understand or begin to know anything about the subject, with this, the students believe too themselves.
Subscribe to:
Posts (Atom)