Author: cljennings

On being an elder…

The Beauty of Old Age

CC Licensed (BY) flickr image shared by Vinoth Chandar

This fall semester, we are hosting something we are calling the LwT Challenge (that’s Learning with Technology). We have created a series of monthly ‘shares around a guiding question:

How do you mentor and/or model using technology to learn?

(You can learn more about the challenge here on our Populr page. Feel free to join in if you like)!

The suggested September share is a visual representation/answer to the question.

  1. Make a doodle on a whiteboard.
  2. Use colors/charts/diagrams.
  3. Make an infographic.
  4. Use a digital drawing tool.

thephotoSometimes when I walk quickly past a mirror I have this flash of a thought…wait-a-minute. Who IS that person? Hahahahahaha….it’s ME! Gray hair, sagging chin skin, wrinkles and all. I don’t know how I got here – in really late middle age. It is so very trite but so very true …that the years fly by. Both of my children are adults now…trying to find their way. The infant years of sleep deprivation and the elementary years of juggling schedules and the middle school years of angst and the high school years of exposure to so much different from our family’s value system are all behind us. They are pretty much launched. I have been at this place where I work for 30 years. So now what? (I made this image using an iPad app called VisualPoetry using a pic of me I took last week and my favorite poem by Jenny Joseph.

That brings me to the idea of being elder. What does that mean? How do we live differently when we are elder? Most certainly there are many cultural differences in the way we regard our elders. In our Western culture, we tend to isolate and ignore most elders. Other cultures value the wisdom of age and persons who have acquired it. I refuse to accept the projected elder persona our culture forces upon us. I won’t behave in certain ways because I am older. I won’t stop doing certain things because I am older. I won’t dress and style my hair certain ways because I am older. I won’ become sedentary because I am older. I won’t. I refuse to be what I myself used to expect of persons my age. All that said, I AM more audacious now. I AM more powerful now. I AM different, and smarter, and wiser, and all that…the things we usually attribute to being older. I might even tip over into the eccentric from time to time….because I care most about what I think of myself…much, much more than my concern over what other people think.

For this post though, I am really thinking about being elder in the context of institutional situatedness (is that a word?). I am thinking of longevity and influence and institutional memory and how all of that relates to our obligations to persons at points earlier in their careers.

The Hastac/Futures Initiative Peer Mentoring & Student-Centered Learning Discussion for this month was quite timely. As I participated in the live-streamed workshop on peer-mentoring last week I was thinking more about my own role as ‘mentor‘… that ‘thing’ that happens by default and because I am elder. I think about opportunities brought about because of circumstance and unintentional institutional relationships. I’m thinking of daily opportunities, not formalized or formulaic enactments of mentoring. I don’t schedule a time to mentor someone. I don’t make appointments to mentor. It’s more about the offering of a hand up; the encouragement to accomplish; the acknowledgment of achievements; the sharing of expertise and experience. All of these things can (and should) happen as a part of how we work with each other. It’s really an extension of that caring I wrote about in my last post…this caring for each other is a normal and natural extension.

It really is about helping others find their voice. Cathy Davidson writes:

Formal education is as much about power and compliance, conformity and regulation as it is about knowledge, mastery, intelligence, ingenuity, creativity, innovation or originality. …it is about a system of social regulation where deviation has consequences – advancement, recognition, achievement, graduation and rewards or detention and failure.

Amen. So what do we do to make sure we ‘do the right thing’ where our colleagues are concerned? Well, accept the role of ‘mentor‘ whether it is assigned formally or not. Realize that an important and elemental way to gently, ever so gently push towards more naturally flattening the traditional higher education structural hierarchy is to mentor. As elder. Do it. Well.


Learning does not come first. First comes caring…

Child's Hands Holding White Rose for Peace Free Creative Commons

CC Licensed (BY) flickr image shared by Pink Sherbet Photography

I’ve been thinking a lot (more) about the role of caring in teaching – and ultimately learning. Caring is a word we toss around without really considering its meaning. Even your bank cares about you. Or your insurance agent. Or your grocery store. But, what about a teacher who cares?

Let me start with a little bit of a back story. As I have noted here before, I started my higher ed career as a nursing educator. I started teaching at a time in my life when I was barely clear on my own nursing expertise (we’ll save a discussion of the wisdom of that for another post). Nursing was/is an interesting profession. Then (and I would imagine now) there was a great deal of conversation (read that debate) over what exactly it is that nursing contributes to health care that is different and unique – thereby necessitating advanced education. We nurses spend a lot of time talking about what we bring that is NOT medicine, or PT, or OT, or you name any number of other health care professions. So reader, let me toss it out to YOU: What exactly IS it that nurses do? See. You get the picture. Some nurses claim caring as that special and unique thing. I won’t quibble over that here. The point is that engaging in the caring dialogue from years gone by introduced me to some thinkers/thinking about caring that I might otherwise have missed.

Like lately, since I have been seeing this thread of caring woven into so many conversations about teaching and learning (some examples a little later) I had occasion to pull out a book we had students in our nursing program read as an entre’ to their understanding and embrace of their nursing-as-caring mandate: Milton Mayeroff’s piece ‘On Caring’ was so worth pulling out and re-reading – given its relevance to an education context. When I read it last, I was thinking in the context of nurse caring for (and about) the ill, or the vulnerable. Now I’m thinking about the teacher caring for (and about) their ideas, discipline (enough to want to share it with others) and caring for (and about) the students (learners) they are sharing with.

In both instances, some of the caring ‘essence’ that Mayeroff writes is the same:

To care for another person, in the most significant sense, is to help him grow and actualize himself. (I’ll say more about this as I thoughtfully make my way through the book again…but in a future post).

And this further from Mayeroff:

From a loose stringing together of ideas, a tight fabric emerges; ideas intertwine and tend to reinforce each other, making for a mutual deepening of meaning and a gain in precision. With the growth of an idea comes a deeper understanding of what its basic assumptions are, what it can and cannot do, and a clearer sense of what is relevant and irrelevant for its future development.

So, there are important caring relationships when it comes to teaching and learning:

Caring for/about ideas

It seems like this goes without saying. I appreciate the way Mayeroff points out the importance of devotion as essential to caring. He writes:

…it is through devotion that caring for this other acquires substance and its own particular character; caring develops in the process of overcoming obstacles and difficulties…devotion is shown by …being ‘there’ for the other…it [devotion] is shown by my consistency, which expresses itself in persistence under unfavorable conditions, and in my willingness to overcome difficulties.

I’m thinking here about what a faculty member goes through to become a subject matter expert in their chosen field. They most certainly experienced unfavorable conditions but overcame those to reach a classroom and stand before it as teacher. So, caring deeply for one’s discipline and wanting to share that by teaching another seems implied. Can we always assume that? I’m not sure. Should we always assume that? I would like to.

Caring for ‘the other’

To help another person grow is at least to help him to care for something or someone apart from himself, and it involves encouraging and assisting him to find and create areas of his own in which he is able to care…learning is to be thought of primarily as the re-creation of one’s own person through the integration of new experiences and ideas, rather than as the mere addition of information and technique”.

Wow. Let that gem from Mayeroff sink in a bit. I wonder how often we as educators give any thought at all to whether we are helping our students learn to care – about themselves, about learning. Do we?

Ingredients of caring:

Mayeroff (pp. 19-35) offers these interesting ingredients of caring:

  1. Knowing – One important reason, perhaps, for our failure to realize how much knowing there is in caring is our habit sometimes of restricting knowledge arbitrarily to what can be verbalized.

  2. Alternating rhythms – I must be able to learn from my past…there are times when I do not inject myself into the situation…rhythm of moving back and forth between a narrower and a wider framework…wider connections within a larger framework…

  3. Patience – …not waiting passively for something to happen, but is a kind of participation with the other in which we give fully of ourselves. Patience includes tolerance of a certain amount of confusion and floundering.

  4. Honesty -I must see myself as I am; I must see what I am doing and whether what I am doing helps or hinders the growth of the other.

  5. Trust -The teacher must trust his ability to provide a climate friendly to learning.

  6. Humility – …caring involves continuous learning about the other…

  7. Hope – …is an expression of the plenitude of the present, a present alive with a sense of the possible.

  8. Courage – …going into the unknown…following the lead of the subject matter…informed by insight from past experience…

A thing [ingredient] that I might add to this list of ingredients is ‘presence‘ (I’ve written about before).

Further, Mayeroff (pp. 39-50) describes what he terms ‘illuminating aspects’ of caring:

  1. Self-actualization through caring – there is a selflessness…

  2. Primacy of process – work with what we have from where we are
    (I hear Teddy Roosevelt there!) ;-)

  3. Abilities to care and be cared for – I must be ‘up to’ caring- willing and able

  4. The constancy of the other – caring is a developmental process
    (there’s that word again – p-r-o-c-e-s-s)

  5. Guilt in caring – In caring, I commit myself…I hold myself out as someone who can be depended on…

  6. Reciprocation – Caring may or may not be reciprocated. Things cannot respond to me as I respond to them; their ‘personality’ has largely been given to them by me.

  7. Caring as a matter of degree within limits – Caring is compatible with a certain amount of blundering and lapse in interest and sensitivity to the other’s needs…
    ( We will make mistakes)

Examples/Enactments of Caring

How this all plays out in actual practice is something I think about a lot…looking for patterns of conversation and teaching and ways of being in the classroom that evince those ingredients and illuminating aspects. Of course, caring expressions vary from teacher to teacher. And I should note that some of my own personal biases definitely color how I perceive what I see happening. (For example, I bristle when colleagues start to bemoan ‘students these days’ and list their own pre-conceived judgmental measures of acceptable student behavior. I cannot abide it. I usually don’t respond very well to such conversations. Lists of ‘things that drive your professor crazy’ and syllabi full of prohibitions and negative presumptions that set the bar of expectation at the lowest possible level do NOT – at least in my opinion – express caring.

Rather, the reverse is the kind of classroom environment (and relationship) I hope for. Rob Jenkins writes about that ‘unconditional positive regard‘. He quotes Madeline Hunter:

Students don’t care how much you know until they know how much you care.”

And they lead me to the inevitable conclusion: If any given teacher/educator does not care – then why stand up in a classroom?

Further, I have written here before about things like the relational, reciprocal nature of teaching and learning. Caring really is the thing that makes those relations possible and genuine. It’s the glue that holds the relationships together. Nel Noddings writes:

I do not mean to suggest that the establishment of caring relations will accomplish everything that must be done in education, but these relations provide the foundation for successful pedagogical activity.

I want to point out some evidence of caring – including the key ingredients Mayeroff proposes- I have noted as shared in the work of a few colleagues. These practitioners of caring inspire a sense of hope and optimism for me that transformation of education can indeed happen. The ‘system’ is in fact NOT beyond hope. Look for the caring ingredients and illuminating aspects Mayeroff proposes in the work of these few selected of my colleagues I have been fortunate to discover – and follow – who do, fill me with hope – for all of the best possible changes in the way we do ‘education’:

(I should probably go ahead and apologize ahead of time for the inevitable and unintended omissions that are a danger of enumerating a list of examples like this):

  1. Michelle Pacansky-Brock has been teaching us about ‘humanizing‘ for a while now. She talks about things like presence and empathy. Yes.
  2. If you have followed the work of Michael Wesch at all, you know that his recent sharing of his teaching notebook is a beautiful continuation of his work and writing about ‘soul making‘.
  3. Ken Bain describes the ‘passionate and compassionate concern‘ that excellent teachers hold for their students.
  4. Would anyone argue that Maha Bali LIVES as a personification of caring – each and every day? This post of her especially resonates with me – where her own self-examination can serve as an example for all of us with regard to our understanding of ‘the other’ that Mayeroff speaks of: Which Kind of Change is Most Human?
  5. Finally, I’ll suggest that caring is at the very heart of what Cathy Davidson describes in her wonderful series on Designing a Student-Centered Classroom series over at HASTAC. So much goodness in that writing that rests solidly on the foundation of the elements offered by Mayeroff (at least in my humble opinion).

Okay, I’ll stop there. As usual, this has become a ramble and has grown much long than I expected. There is much more to say…and I won’t promise there will or won’t be future posts. But, suffice it to say that caring – and caring pedagogy – are important topics and things I will continue to observe and look for patterns of.

A scaffolded sequential faculty development crosswalk

Sharing some faculty development ideas…because…it’s conference proposal rejection season for me. The latest I received today smarts especially – the third attempt to the same annual conference. Jilted again. *sigh*

I decided this time to share what I submitted anyway…here on my blog. I do think this sequenced faculty development experience is worth sharing. I’m putting it here – giving the ideas away as suggested by Seth Godin. Do or make of them what you will. I am licensing them as CC-BY. My one request is that if by some chance you find anything useful here and you want to use, remix, make better, that you hop over to the Google doc I created for my session and tell me. Leave a note. Say what you plan to use and how. Link back to your stuff, if you make stuff. (Our hashtag is always active: #qepfdi. Check it out).

Here goes:


Faculty selected to participate in our Southern Association of Colleges & Schools Commission on Colleges Quality Enhancement Plan – the Student Technology Enrichment Program (STEP-UP) are required to participate in a week long immersion development experience where we guide them through a course redesign process with the intended outcome that they complete the week with at least a draft syllabus for their course redesigned as ‘technology intensive’.

We have developed a multi-modal approach to this experience where we model possible assignments and tools they might use in their own courses. An over-arching goal for their work is to move them beyond completing a task list towards engagement in a reflective course re-design process. We challenge them to discover and articulate the very essences of their course. They are further challenged to communicate their discoveries in new and different (sometimes uncomfortable, definitely unfamiliar) ways.

The Cross-Walk

I am calling this a cross walk because faculty move from the main ideas they want to teach/consider in their courses, through and to a succinct digital presentation of ideas as a culminating outcome. Our approach to the course redesign process is loosely based on the Bloom’s Digital Taxonomy proposed by Andrew Churches Using this framework allows us to structure each component of the redesign work around familiar key terms at the same time that we introduce very new technology tools. The suggestions the digital taxonomy offers helps to align possible new tools and approaches to course goals and ideas as they emerge step-by-step.

Step 1: Homework

The first step in thinking differently about their courses and how they might teach them is writing a syllabus… narratively as a 900 – 1200 word story. The assignment – Write the Story of Your Course – is given 2 weeks before our immersion week. In the assignment details, faculty are asked to address key elements in their course from what is important for students to learn through to how they will know students have learned what is intended. (Details of the assignment are provided over at the Google doc linked above). Faculty come to the development week with this writing complete. We also ask them to bring a digital and paper copy of the ‘real’ syllabus.

Step 2: Text Analysis

The next step is a guided textual analysis where faculty are asked to analyze their narratives by creating word clouds. We have allowed different tools for this task, but require that faculty start with using Voyant Tools. We expect that they create a sharable version of their word cloud to present and discuss with the group. Interesting insights emerge. For example, one of our faculty was quite surprised to note the most frequently used word in her narrative syllabus was the word ‘must‘. A very interesting dialogue ensued as others considered their own syllabi presented to them in this new form. At the same time, they gained experience with using word clouds for text analysis and we began to consider options and uses for this tool in their own courses. A further progression of this activity requires that faculty analyze both their syllabus story narrative and their traditional syllabus and compare them for new insights.

Step 3: Infographic

At this point in the cross-walk, faculty are assigned to use their syllabus narrative to create an infographic of essential elements they teased out as a result of their analysis of text (their own writing). Again, we are moving them through the exercises to discover essential elements; creating at the same time that we introduce technology elements for accomplishing the tasks. Again, we ask them to share/explain/discuss their outcomes and decisions as they create a graphic representation of their course.

 Step 4: Syllabus Blackout poem

The syllabus blackout poetry exercise invites faculty to again consider the essences of their course by using a copy (digital or paper) to create a blackout poem. Faculty may elect to use a variety of art supplies to craft the paper blackout poem or explore digital tools and options as they prefer. The blackout poems are shared in dialogue with colleagues to explain design decisions and the final outcome – focusing on how the poem is an expression of their course.

This activity is immersive and requires a creation experience that is new and novel and unfamiliar, but that helps faculty to examine essential elements in their course in ways they may never have considered before.

Step 5: Story Board

From this point on in the work faculty are guided to create a 2-minute course video trailer based on what they have learned. Sample trailers are introduced and we spend a good deal of hand’s on workshop time exploring possible templates and layouts for their story boards and for creating the video artifact of their thinking and work. Faculty can use any video creation tool they prefer. We do make some suggestions of possibilities from plain vanilla to more robust options. We have folks with a variety of levels of technology skill, but we encourage them to push out of their comfort zone to These work products are shared, analyzed and discussed – again interrogating the process of designing and building at the same time that we work with different technology components. I’ve included a list of tools we have used over on the Google doc.

Step 6: Course Trailer

The immersion week ends with an exhibition and celebration of the finished course trailers and dialogue about creation decisions all along the way.

I hope any of my faculty colleagues who participated in these activities recently will comment to share their perspectives on the experience.

So there. You have my conference presentation here and now.

because #thoughtvectors

Yep. That’s me. Failing at a MOOC yet again. Did you (did anyone) notice how I started out right…then just f a d e d   a   w   a   ……???

I was in the MOOC where the term all started way back when. I didn’t finish that one either. I’ve tried again and again. I even signed up for a programming MOOCy thing with the best of intentions to learn Python. Hahahahahaha.

I pledged in my last post to stick with #thoughtvectors, and look at me now…here I am again, the abject failure at yet another MOOC. Well, not completely. But you get what I mean.

I started #thoughtvectors thinking this time would be ever so different. After all, I CARE(d) so much about this course. I respect the faculty so much. I have read the readings already…some of them more than once:

Augmenting pic







I WANTED to engage fully and be an encourager to the first timers. I started off so well. My little blog had not seen so much action in such a long time. What could go wrong?

Well, at the end of the course, I was on the sidelines (basically) lurking…again. I won’t try to elaborate on why. It will just amount to excuse making.

But… that’s really not the point of this post.

I want to (try to) capture some things my participation HAS brought me to – and then some other things very closely intertwingled (with the deepest respect for Ted Nelson). It is (some of) my own ‘associative trail’, if you will of my lurking and observing the course.

Thing 1:

Reading is at the heart…

It started when one of the #thoughtvectors faculty (I am so sorry I do not recall which one exactly. MANY thanks to you….whoever you are!) in the first hangout mentioned How to Read a Book: The Classic Guide to Intelligent Reading, by Mortimer Adler and Charles Van Doren. I bought it. I am reading it. It is one of those things that makes me feel sad that it took me so long to look at full on: how woefully ill-prepared our students are by what should be their basic education for reading (and understanding) at the level we expect in college. (But this post is not about education failures).

Then, Alan Kay mentioned how important basic skill in reading is as a foundation to building an understanding of computing and the computer and how they work and why.

Then Ted Nelson talked about the small vocabularies he has observed and his own thinking about why that is so.

I think I am stuck on this because I intuited a long time ago that facility with words/language were tied to so much of what we deem to be ‘success’ in life. Not the least of which is educational success. You see, growing up in the deep, deep south – where language facility is not all that valued….and traveling ‘up’ to Atlanta once and being made fun of for my drawl made me resolve to eradicate as much of that ‘bad’ language from myself as I could…that signifier of ignorance. I understood at a deep level that I had to learn to be good with words and to speak better. Mostly what I know how to do now is self-taught. I won’t even start trying to chronicle the failings of my early schooling along these lines. (Remember where I grew up. Enough said). I still struggle with my own self-perception of inadequacy (cue all the imposter syndrome angst you want here) with precisely those skills because of those early humiliations. Fast forward to now when I am realizing again how important reading and writing and facility with language truly are. Thinking is highly intertwined (‘intertwingled’) with words.

More on reading:

Thing 2:

Teaching and learning as personal, reciprocal soul-making.

In my last post, I tried (briefly) to say some things about my observation and experience of ‘the personal’ in #thoughtvectors. And, about the importance of joining soul and role (HT Parker J. Palmer). This is not new territory for me. I tried to write about it some back here:

Cue Mike Wesch at Pasadena College in May:

The critical importance of the teacher and presencing as a pedagogical practice is something I have been thinking about for a long time.

I have just begun to explore “Theory U” via the Presencing Institute as a framework to inform my own understanding of the importance of ‘presence’. So what? What does that have to do with #thoughtvectors? Well, I’ll note things like Gardner talking to his students from his own back yard and from within library stacks (which alas, because I procrastinated so long I cannot find now to show you how very personal and ‘present’ that makes him. REAL to his students even in their online course). And Bonnie Boaz reflecting on her experience with remaining ‘present’ in spite of great distance from her students during the session….which brings me to…

Thing 3:

The open enactment of reflective practice

All I can say is, folks at VCU are ‘living MY dream’ that we would ALL be as thoughtful and deliberate about narrating our daily practice as they were/have been. For example, go to the blog of Enoch Hale and browse around…especially note his recent writing about assessment. The narration of practice and work and thinking started before and continues after #thoughtvectors. (And to be fair, there were several others who did the same….who did and continue to do that as a matter of course. I should also note that although I have great intentions, I just don’t capture my thinking as often as I should for it to function as a narration. Here’s a small noteworthy example How to write an inquiry/research question from another #thoughtvectors section lead by Jessica Gordon. I am omitting other equally important posts by ALL of the folks involved with #thoughtvectors. Singling out just a few should in no way minimize the efforts of all of the people [including the students] who were a part of this amazing experience this summer).

The point is that we should all be paying attention to how this extends the reach. Looking for effect size?  Here it is…laid out for us all to see and learn from and with. Statistically significant? Just consider for cone moment all of the ‘new’ nodes created by virtue of this effort.…which brings me to my final thing for this post:

Thing 4:

Having the discipline to work in the open.

Yes, it takes discipline….not good intentions. You have to work at making a point to push work out into the open. Especially teaching practice…which is a thing that in the past was closed and private and shared only in the confines of one classroom. Consider for just a moment what we have all learned by the opening and sharing of #thoughtvectors? What a potent testament to the difference ‘open’ makes!

Okay, I have been tinkering with this for weeks.

I’ll apologize for the long rambling mess of thinking here. I have to get it out though…because…

Since I started this post, the formal course part of #thoughtvectors closed. A new semester started here and for all of those good folks involved. A new MOOC is being spun up by an amazing group (including some from #thoughtvectors)- Connected Courses. I’ll make absolutely no assertions/promises/statement of intentions to play along this time – as I find my own plate quite full these days. I will for sure be an informed and curious lurker at the very least. Who knows, I might even write some too.

Whew. I’m tired of myself now for taking so long to write these closing thoughts.

AWMT nuggets and noticings

As We May Think Word Cloud

I am quite certain that I am not the first person to push the text of As We May Think through a word cloud maker (in this case Wordle). I am dashing off what will be a quick post on nuggets and noticings about the essay before a stretch where I will not be able to connect to #thoughtvectors except via Twitter. In fact, boxes are sitting here in my office waiting to be filled in anticipation of a relocation from temporary space. I am procrastinating in here instead.

So, back to the word cloud. I know using them is a bit tired, but I am still curious to see what happens when texts are examined this way to look for patterns. I’ve read this essay a number of times now. I still marvel at how prescient Bush was all those years back. It was such fun to watch this shared yesterday by Christina Engelbart (How cool is it that she is participating with us, and how did I miss this until now??)

Of course, capturing associative trails that Bush describes is an important noticing from the essay. I like to read between the lines a bit. I sense a yearning on the part of Bush to make sense of the death and destruction ‘science’ had just made possible by creating tools of war efficiency. He dreams of putting them (minds) to better use. There is a glimpse of his essential humanity in there/that. I believe he was searching to rejoin the soul with the work of science. (Parker Palmer talks about living undivided:

So what does this have to do with inquiry and learning and thinking and such?
Everything, imho. His thinking was absolutely colored by his (very) human need to find new meaning for what had just happened by suggesting ways to put minds to use in different directions.

I wish I had more time.
My intent for this part was a (digital) blackout poem of the essay. Maybe later.

For a while, I’ll see you all around Twitter!

Oh, another observation about the rhythm and ‘flavor’ of the course so far: I am struck by the personal in all of it. The personal connections of the ‘official’ faculty in the bits and pieces they are creating and sharing. The personal connections in the writings and postings and sharing in Twitter and blogs. The personal connections forming between and amongst participants. I believe (firmly) that when FACULTY/TEACHERS take this much personal interest in what they are doing – their relationships with the ‘content’ (for lack of a better work), with learners and each other – the result is magnificent learning. How can it not be? If you want students to engage and learn…be yourself and share yourself. #thoughtvectors faculty and leaders are showing us how. I am saying this as a perpetual MOOC dropout. This time I think I’ll stick around.


On thinking, part 2

By Daniel Stockman (Flickr: Paris 2010 Day 3 – 9) [CC-BY-SA-2.0 (, via Wikimedia Commons

Okay, somebody had to (use an image of Le Penseur).

Back today with just a little more on thinking and feeling – and a few observations on the early rhythm of my thoughtvectors experience so far.

Thinking about thinking over these past few days has been an interesting meta experience. (And I’ll note here that it is something we rarely ask of our students, though we should).

I have enjoyed reading the posts of others in the community. (A quick aside on that rhythm part…although I know there is the syndicated ‘All Blogs’ location on the course website I find I am connecting first with posts shared to Twitter. Perhaps that is a function of my own time constraints where I am trying to engage in fits and snatches between work tasks…too much moving around to deeply dig into all of the feeds. I hope to do that, perhaps on the weekend)). I keep seeing words like ‘messy’ and ‘flow’ and ‘uncertainty’ and such in various posts I have read so far. I especially loved Gardner’s assertion that thinking changes you…your mind…the WAY you think.  I so identify with Giulia’s recognition of an array of possibilities that emerge from thinking too paralyzing to write about. There is Laura’s poignant story of thinking-feeling-knowing. Beautiful.

I’m still thinking.

I did have another observation/thing I wonder about…about thinking. For me, my thoughts and words/language are inextricably linked. Duh. Of course they are. I think… in words-mostly. I construct thoughts…in words. But, there are other ways of ‘knowing‘…aren’t there? Like muscle memory and playing the piano. …requires thinking, few words. Or sensing the mood of my family – something I think, intuit…eventually I NAME it something….but a different way of knowing. This is a messy description…but I wonder how much my thinking and the thinking of others with greater language facility than me think differently. Or do they? How much do we construct meaning, and eventually learn and know based on words/language?


How does it feel when I think?

(Image is in the public domain. Source: Wikipedia entry on ‘Mind‘)

Really #thoughtvectors?
Good grief. Nothing like starting off with a really simple question to get our feet wet!   :-)

Hmmm…I’ve been ‘thinking’ really hard about this….not really wanting to be one of the first to tackle the question publicly. (I’m listening now to @scottlo even as I write this. He was brave and put his ‘thinking’ out there. I’m noting his mention of his initial giddiness giving way to fear….Same here).

The answer is (at least for me) it (thinking) feels like …well like everything.

I am always thinking as long as I am awake. Some of my thinking is sound and some is not. Some is emotionally charged. Some is quite rational. I am having ‘lofty’ thoughts and mundane every-day thoughts. Thoughts in context and out. Some thoughts are worthwhile. Some are better left ‘un-thought’. I’m thinking this is a really, really hard question.

I follow ‘associative trails’ in my head ALL THE TIME. Oh, if only I could narrate and capture those trails. In my ‘mind’s eye’ I can see things sometimes that I cannot put into words when I sit and try. I wish for ways to capture those links and trails (not unlike the authors of the essays we are readying).

This, from VB:

“All our steps in creating or absorbing material of the record proceed through one of the senses – the tactile when we touch keys, the oral when we speak or listen, the visual when we read. Is it not possible that some day the path may be established more directly?’

Ugh. I am reduced to rambling and thinking and making not much sense. Looking for an inspiration, I searched for ‘mind’s eye’ and landed on the above image. It is Rene’ Descartes’ mind/body illustration from the Wikipedia entry on ‘Mind’. (I’m not a .gif-maker. Best I can do). And now comes the imposter syndrome attack and I’m stopping here and pushing out this very much ‘in draft’ offering.

More later. Maybe.