Micheal Dudok De Wit‘s rather beautiful The Monk and the Fish via OpenCulture.
Character Building 2.0
Character building in the UK, I think, needs a little bit of an upgrade. Part of that means having a clearer idea of what we’re trying to build.
Character building 1.0 & The Welsh 3000s
Currently, character building is a euphemism for any experience that is uniformly dreadful and unrewarding. One example, from my childhood, was a challenge called the Welsh 3000s.
“It’s very rocky, and both uphill and downhill sections are demanding. Navigation can also be problematic without previous knowledge of this area of Snowdonia. For some, the walk involves camping/bivvying at the top of Snowdon the night before, adding to the weight of kit for the initial section. Additionally, one mountain, Crib Goch, is very exposed – several people have died on it.
This challenge is commonly underestimated – you need to be very fit to walk it in 24 hours.”
And no, it was not rewarding, nor enjoyable, nor could I see the point. Still, these challenges abound and are perhaps especially prevalent in the independent sector. Even the wide-eyed Wellington progressive Anthony Seldon says that “Hikes and gruelling expeditions should not be the domain just of the posh”.
Character Building 2.0
The difficulty with this is not that the hikes shouldn’t happen. Simply that they need to be given a context. Saying that they are simply good things for their own sake is not, I think, good enough. I like this from KIPP, Duckworth, Seligman et al.
ZEST
Actively participates
Shows enthusiasm
Invigorates others
SELF-CONTROL – SCHOOL WORK
Comes to class prepared
Pays attention and resists distractions
Remembers and follows directions
Gets to work right away rather than procrastinating
SELF-CONTROL – INTERPERSONAL
Remains calm even when criticized or otherwise provoked
Allows others to speak without interruption
Is polite to adults and peers
Keeps temper in check
GRATITUDE
Recognizes and shows appreciation for others
Recognizes and shows appreciation for his/her opportunities
CURIOSITY
Is eager to explore new things
Asks and answers questions to deepen understanding
Actively listens to others
OPTIMISM
Gets over frustrations and setbacks quickly
Believes that effort will improve his or her future
GRIT
Finishes whatever he or she begins
Tries very hard even after experiencing failure
Works independently with focus
SOCIAL INTELLIGENCE
Able to find solutions during conflicts with others
Demonstrates respect for feelings of others
Knows when and how to include others
With it, you can begin to give children a) some meaningful targets and b) some meaningful reasons. At least, then, at the end of a nightmarish hike across the Welsh mountains, one might feel a sense of achievement, not pointlessness.
Merry Christmas – Go tell it on the mountain!
Aside
Made me laugh.
Doodling Fibonacci – Spirals, Flowers and Pine Cones
Vi Hart is fast becoming a personal hero. Can’t wait for the next in the series.
Pericles, or Why the Ancient Greeks deserve study
Yesterday, I had another one of those conversations about classics. Anyone who studied Latin, Greek or both to any level will have had something similar.
“Really, ancient Greek? Wow. What’s the point of that? I mean, I’m sure it’s interesting but why bother? What jobs does it set you up for?”
Everyone who treasures their classical education has their own reason for doing so. Mine were various: teachers, notably Nick Aldridge and John Claughton, inspired me; I enjoyed deciphering the language; I became mildly obsessed with the invention of tragedy and whether all heroes were “mad”; and more. Others love myths, or art, or ancient history, or the fact that it helps your spelling. Some of these loves are brief. My brother, sadly, was infatuated with Persian Naval tactics. The affair was brief and ended bitterly.
This time, finally – and yes it has taken me far too long – I think I managed to crystallise why I treasure the classics, and why I think Ancient Greece deserves study: it’s what you might call “the human adventure”. By that I mean this big old project all of us on planet Earth have of learning how to live together. Studying the classics, spotting some of the classical seams running through Western civilization, makes you feel part of something larger than yourself. Soppy perhaps, but hey ho.
And if you don’t want to take it from me, take it from Pericles.
“It is true that we are called a democracy, for the administration is in the hands of the many and not of the few. But while the law secures equal justice to all alike in their private disputes, the claim of excellence is also recognised; and when a citizen is in any way distinguished, he is preferred to the public service, not as a matter of privilege, but as the reward of merit. Neither is poverty a bar, but a man may benefit his country whatever be the obscurity of his condition. There is no exclusiveness in our public life, and in our private intercourse we are not suspicious of one another, nor angry with our neighbour if he does what he likes; we do not put on sour looks at him which, though harmless, are not pleasant. While we are thus unconstrained in our private intercourse, a spirit of reverence pervades our public acts; we are prevented from doing wrong by respect for the authorities and for the laws, having an especial regard to those which are ordained for the protection of the injured as well as to those unwritten laws which bring upon the transgressor of them the reprobation of the general sentiment.
‘And we have not forgotten to provide for our weary spirits many relaxations from toil; we have regular games and sacrifices throughout the year; our homes are beautiful and elegant; and the delight which we daily feel in all these things helps to banish melancholy. Because of the greatness of our city the fruits of the whole earth flow in upon us; so that we enjoy the goods of other countries as freely as of our own …
Our city is thrown open to the world, and we never expel a foreigner or prevent him from seeing or learning anything of which the secret if revealed to an enemy might profit him. We rely not upon management or trickery, but upon our own hearts and hands. And in the matter of education, whereas they from early youth are always undergoing laborious exercises which are to make them brave, we live at ease, and yet are equally ready to face the perils which they face….
If then we prefer to meet danger with a light heart but without laborious training, and with a courage which is gained by habit and not enforced by law, are we not greatly the gainers? Since we do not anticipate the pain, although, when the hour comes, we can be as brave as those who never allow themselves to rest; and thus too our city is equally admirable in peace and in war.
For we are lovers of the beautiful, yet simple in our tastes, and we cultivate the mind without loss of manliness. Wealth we employ, not for talk and ostentation, but when there is a real use for it. To avow poverty with us is no disgrace; the true disgrace is in doing nothing to avoid it. An Athenian citizen does not neglect the state because he takes care of his own household; and even those of us who are engaged in business have a very fair idea of politics. We alone regard a man who takes no interest in public affairs, not as a harmless; but as a useless character; and if few of us are originators, we are all sound judges of a policy. The great impediment to action is, in our opinion, not discussion, but the want of that knowledge which is gained by discussion preparatory to action. For we have a peculiar power of thinking before we act and of acting too, whereas other men are courageous from ignorance but hesitate upon reflection. And they are surely to be esteemed the bravest spirits who, having the clearest sense both of the pains and pleasures of life, do not on that account shrink from danger. In doing good, again, we are unlike others; we make our friends by conferring, not by receiving favours. Now he who confers a favour is the firmer friend, because he would fain by kindness keep alive the memory of an obligation; but the recipient is colder in his feelings, because he knows that in requiting another’s generosity he will not be winning gratitude but only paying a debt. We alone do good to our neighbours not upon a calculation of interest, but in the confidence of freedom and in a frank and fearless spirit.
To sum up: I say that Athens is the school of Hellas, and that the individual Athenian in his own person seems to have the power of adapting himself to the most varied forms of action with the utmost versatility and grace”
[Source: Jowett]
Dear Art World
Personal sharing – this is for me, not you
So, what we’re seeing isn’t the expansion of our social network; it’s the shrinking of what and who we care about. My Facebook feed is full of what friends are listening to, what friends are reading, etc. And frankly, I don’t give a damn. I would care if they told me personally; I’d even care if they used a medium as semi-personal as Twitter. The effort required to tweet tells me that someone thought it was important. And I do care about that. I will care much less if Spotify and Rdio integrate with Twitter. I already don’t care about the blizzard of automated tweets from FourSquare. Automated sharing is giving Facebook a treasure-trove of data, regardless of whether anyone cares. And Facebook will certainly find ways to monetize that data. But the bigger question is whether, by making sharing the default, we are looking at the end of social networks altogether. If a song is shared on Facebook and nobody listens to it, does it make a sound?
link: The end of social – O’Reilly Radar
A flowchart for motivation
More from Mr Pink. Would be interesting to make a quick taxonomy of school behaviours that benefit from a carrot-and-stick approach.
The Photocopier Challenge
Enjoying The Lazy Teachers’s Handbook at the moment. Love this idea – will try it in the New Year.
“may I suggest something I like to call the Photocopier Challenge, an easy and straightforward way of finding out the extent to which you are wasting your own time, let alone letting others waste it for you too. And once you have tested yourself in this way, try the test on your colleagues. You will be amazed at how many heated debates you can start just standing in line at the photocopier. Simply print out the list of questions below which challenge the pedagogical imperatives of your impending actions with the photocopier and stick it on the wall near the machine:
- Why have I printed paper copies?
- What types of activity will this lead to?
- Are these activities to do with learning or filling the time or crowd control or something else?
- How is the sheet going to be marked?
- How is the learning going to be assessed?
- How much of the worksheet do you intend to read to the whole class?
- Do all students have to start from the beginning?
- Do all students have to work through to the end?
- How could it have been done without any photocopying in the first place?
The list could go on, but I am sure you get the idea.
10 worst similes from students
- Her eyes were like two brown circles with big black dots in the center.
- He was as tall as a 6?3? tree.
- Her face was a perfect oval, like a circle that had its two sides gently compressed by a Thigh Master.
- From the attic came an unearthly howl. The whole scene had an eerie, surreal quality, like when you’re on vacation in another city and Jeopardy comes on at 7:00 p.m. instead of 7:30.
- John and Mary had never met. They were like two hummingbirds who had also never met.
- She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.
- The ballerina rose gracefully en pointe and extended one slender leg behind her, like a dog at a fire hydrant.
- He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that was actually lame. Maybe from stepping on a land mine or something.
- Her vocabulary was as bad as, like, whatever.
- She grew on him like she was a colony of E. coli and he was room-temperature Canadian beef.
via 3quarksdaily

