Bird Droppings June 2, 2019
Why should we do more?
“Choices are sacred to life’s journey. They lie along the path that all of us must follow for ourselves. An important Cherokee lesson is that if you involve yourself in any decision, you also experience the consequences of that decision.” Dr. J.T. Garrett, Meditations with the Cherokee
It has been quite a while since I was unable to walk out first thing in the morning and experience the newness of the day. Granted being not in the structured routine of school I tend to get lazy from not having to get up, although during the week I still get up at 4:00AM. For some reason, I am up earlier than normal for a Monday. But as we head towards getting back in full swing I may get back in a routine. It has been a very strange and very wet summer in Georgia with rain and storms up until a few weeks ago and then the Georgia heat and dry hit. Hopefully this week we will have in the afternoons a chance of scattered thundershowers and mowing, or yard work gets curtailed while plants wait on rain. It has been nearly ten summers since I submitted a reflection of sorts for my doctorate work on a book based on viewing history in more than one color, more than one culture or societal norm. Rereading that reflection led me to a powerful thought.
“Do more than belong; participate. Do more than care; help. Do more than believe; practice. Do more than be fair; be kind. Do more than forgive; forget. Do more than dream; work.” William Arthur Ward
As I sit here this early morning responding to emails from previous days, I am slowly catching up. It is through our actions we are perceived. It was many nights back even several years ago at a basketball game several fans were asked nicely to leave by administration and eventually sheriffs intervened in the altercation. You could be upset with the situation but when you vocalize using words that in reality do not make sense, as so often swearing does not (sit and write literal meanings to most swearing) and add hand gestures and increase volume, you are being perceived as out of control. When asked nicely to cease such distracting behavior, and you continue that too adds to the perception of perhaps out of control. In speaking to a sheriff in a derogatory manner, again fuels the flames of perception, being a person who has ceased to utilize their self-control and the result, being asked quite nicely to not be in the gym in public view might seem a bit understated.
It could be behavior modification time and coincidentally having a background in BM that’s behavior modification by the way. Although today we use less harsh terms, Functional Behavior Analysis and Task Analyzes. BM is what it is about, and there are times now with two little ones in the house I see some behavior that BM could mean more along the lines of potty training. Back to my story for example, the first offense at a basketball game and thereafter you can come but must wear a dog training collar to reenter gym. In the control booth sits your modifier, preferably a spouse or child who probably will enjoy this, holding the button. If you get out of control, they get to press the button sending a mild shock to your neck. However, if you continue they also have on the side of the control box the increase switch, raising the voltage. I think there are some spouses that may automatically go to max even for first jolt.
There is a chance of course that the child or spouse in the control booth has read Skinner’s books and articles and knows intermittent, variable reinforcement works great too and shocks just to let their collared friend know who holds the button, and that might become the norm. Sporting events would never be the same. In the stands half, the people sitting and twitching from shocks and the other half is sitting quietly smiling pressing the buttons. Kids could play their games and cheerleaders could cheer and what all would have a wonderful time. However had everyone read the first line of the first quote today none of this would be necessary.
“When you see a new trail, or footprint you do not know, follow it to the point of knowing” Uncheedah, grandfather of Ohiyesa, Dr. Charles Alexander Eastman
Is that something we now teach? In teaching biology, I use the lesson and style of teaching that I had used myself in a previous graduate school class demonstration on existential teaching methods. I let the students find the answers and act only as a facilitator. In one plastic container is a tiger salamander (Elmo) and in the other a leopard gecko (Emily) one is an amphibian and the other a reptile. The lesson is based on taxonomy and differentiating between amphibians and reptiles. Having done this numerous times in summer school in Biology and in my classes during the school year those that work through the lesson will remember which is which far better than having read a book or heard in a lecture, they followed the trail. How often do we take away curiosity and how often do we brush the trail clean of tracks?
“The first and simplest emotion which we discover in the human mind is curiosity.” Edmund Burke
“It is a shameful thing to be weary of inquiry when what we search for is excellent.” Marcus T. Cicero
Far too often we do not have time for children’s questions; we do not want to follow a new trail as Uncheedah speaks about. We only want the status quo the peace and solitude of that lesson plan laid out months in advance and carefully formulated to cover each of the required curriculum needs of the subject in a given time span. Let us get from point A to point B and not venture off the track ever again.
“Curiosity is, in great and generous minds, the first passion and the last.” Samuel Johnson
“I think, at a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift that gift would be curiosity.” Eleanor Roosevelt
So often I talk with students who are not curious. They seldom ask why and only accept what is taught to them, and many do not even do that and simply shrug their shoulders and state they don’t care. So many people in our world today simply follow and media and the corporate advertising feed on this. When I read a statement from a person who says this is what I believe, and you cannot change that about any subject matter or idea I sort of wonder.
We should be teaching children to challenge, to question, never just accepting an answer. My middle son had the highest regard for a teacher and on occasion pointed out an error on a discussion transparency dealing with a specific type of animal. He pointed out that what was on the slide was in error and backed it up with the very biology book they were using, as well as other sources. A year later in he was in another Advanced Placement Biology class, and the same slide, same response. He again pointed out the error, and the teacher was still teaching exactly the same, still in error and had never changed that slide. By chance three years later, speaking to a class, that slide again appeared, this time his respect for that teacher was gone, while a good teacher, she was a poor learner. It was difficult for “teacher” to except a “students” understanding of a topic albeit that students brother had raised and bred that specific animal at home for many years so it was not simply a student spouting off, there was experiential contextual knowledge involved.
“Somewhere, something incredible is waiting to be known.” Carl Edward Sagan
“Be curious always! For knowledge will not acquire you: you must acquire it.” Sadie Black
We got into a discussion of sorts yesterday about doing school work. So often teachers assign a certain number of problems in math regardless of whether the students know how to do that skill or not, homework for example, do these twenty problems. If the skill is known, why do the assignment, if not known, doing problems you do not know how to do, doesn’t help. This is not to pick on math teachers but so often this happens and students begin to look down on busy work. If that assignment had meaning, perhaps more care and effort would ensue. It is no wonder, so many students soon learn who is doing homework and copy that person’s work simply to get credit for homework.
“I think knowing what you cannot do is more important than knowing what you can.” Lucille Ball
“It is not good to know more unless we do more with what we already know.” R. K. Bergethon
When you can apply a piece of knowledge it lasts far more than when it is simply an idea, a passing, thought something to forget. In some subjects, it is difficult to make ideas applicable, at least this is what some teachers think and students soon grow weary, and curiosity is gone. Several times I have mentioned a friend who in teaching history would occasionally dress as a knight or king and or a lowly goat herder to make a point drawing the class into the lesson.
“The essence of knowledge is, having it, to apply it; not having it, to confess your ignorance.” Confucius
“I would have the studies elective. Scholarship is to be created not by compulsion, but by awakening a pure interest in knowledge. The wise instructor accomplishes this by opening to his pupils precisely the attractions the study has for himself. The marking is a system for schools, not for the college; for boys, not for men; and it is an ungracious work to put on a professor.” Ralph Waldo Emerson
To instill curiosity a teacher must also be curious; a teacher must also be a learner. Recently I read several articles about schools where students and teachers make choices and decisions on the operation of the school, a truly democratic school. The Sudbury Valley School in Massachusetts is an example as I mentioned recently. Many years ago Socrates would simply ask a question and students would have to find the answers, not be told the answers and Socrates would assist through more questions. He must have upset his school board since he was required to drink poison.
“The trouble with the world is not that people know too little but that they know so many things that ain’t so.” Mark Twain
This is a good place to wind down today. I am sitting here, thinking, pondering and wondering about where the day may go and what will be said and who will listen. I find solace in that thought. Please keep all in harm’s way on your mind and your hearts and to always give thanks for all namaste.
My family and friends I do not say this lightly,
(We are all related)