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23 Feb 09

apologies to the memory of Charles Darwin | ken wilson online

  • Charles Darwin was a tender soul.  He eventually lost his rather conventional nineteenth century Anglican belief.  It wasn’t science that led to his loss of faith.  It was a broken heart.


    Charles Darwin lost three of his eight children. It was the loss of his daughter Annie at the age of ten, a cruel and drawn out dying, that dealt his waning faith a crushing blow.  He missed the public unveiling of his new theory because he was tending to another dead child.


    Darwin wasn’t eager to start a culture war.  About the time that his speculations about the origin of species appeared in his private journals, he began to suffer chronic, lifelong and undiagnosed maladies.  He hated conflict.

  • The religious authorities of his day held great power in England. Anglican clergymen practiced “natural theology” as a hobby–the only real biology of his time. The doctrine of a static and special creation of each species independent of the others under-girded the social order: everything forever in its proper place, gender, race and class, right up to her majesty, the Queen.  This doctrine supported the notion that slaves belonged in the fields and women in the parlor, serving tea.
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20 Aug 08

Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part Two)

  • Kernels -- pieces of information introduced into a narrative to hint at a larger world but not fully developed within the story itself. Kernels typically pull us away from the core plot line and introduce other possible stories to explore.
  • Holes -- plot elements readers perceive as missing from the narrative but central to their understanding of its characters. Holes typically impact the primary plot. In some cases, "holes" simply reflect the different priorities for writers and readers who may have different motives and interests.
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10 Aug 08

Key competencies / The New Zealand Curriculum / The New Zealand Curriculum - NZCurriculumOnline

    • The New Zealand Curriculum identifies five key competencies:



      • thinking
      • using language, symbols, and texts
      • managing self
      • relating to others
      • participating and contributing.



      People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.

11 Jun 08

Bonnie'sBlog: A great new book

  • idea of the “situated curriculum” by which she means learning as a localized practice in which “content is closely related to the specific set of local, material, economic, symbolic, and social characteristics of the field of practices and work activities.”
  • “The situated curriculum…exhibits an erratic, context-dependent, redundant, event-based and largely non-linear sequence where what to do, how to do it (and how to do it skillfully) are taught on an experiential basis and the novice ‘learns the ropes’ of the trade by imitation and contact with practitioners.”
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28 May 08

The Battle between the Sciences and the Humanities « Neuroanthropology

  • Levine’s comment brings up themes that we’ve spent considerable time on here. Simple dichotomies do not work. Familiarity with multiple fields is necessary. And even then, most integrative accounts end up with the kiss of death, banality, because they reduce their argument to some cause that remains field specific. It’s the details of the synthesis that matters, not just the promise.
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