Estas guías son una maravilla, sobre cómo podemos (tú, yo, nuestros estudiantes...) mejorar nuestros entornos. (En particular me parece que la guía de "hacer prototipos" nos puede servir a los académicos.)
Otras maneras de pensar y hacer las cosas. ¡Nos están esperando maneras más inclusivas!
The Manual de Mapeo Colectivo by the Argentine urban exploration collective Iconoclasistas has been translated to English. The entire book is available online for free here:
issuu.com/iconoclasistas/docs/manual_mapping_ingles .
For humans teaching Spanish language +/o culture: here's the start of an
experimental activity on photography if you'd like to use it. This could
go in many different directions... and is not a comprehensive list.
docs.google.com/document/d/1VSBBsY8qHn8s5xFINK96EszgGBbBsjLTgjSoJZx9K70/edit
[Joan Colom, 1960, Barri Xino, Barcelona]
Really useful article for those teaching about Spain, political science, or social movements:
http://inthesetimes.com/article/18001/6-lessons-for-the-u.s.-from-spains-democratic-revolution
To my friends and those teaching about culture (-al subjectivity). I'd
like to share a visual message with you. I referred to this diagram at
least one dozen times today in my film class. The nodes can represent
people, texts, feelings, cities, cultural production processes, family,
friends, histories, stereotypes, social movements, stars, bees,
anythings. It's a visualization of the theory of Everything, or,
Benjamin's constellation, D&G's assemblages and rhizomes. (What
else?) I wish there was a way to add two
aspects: 3-dimensionality and mobility. But we can imagine them...
From "A Special Message For You Hand-Delivered To You From The Universe", by the ingenious Yumi Sakugawa, 2012.
It seems that Rancière's collaborative and horizontal approach to teaching (see blurb below) presupposes that both parties (learners/teachers) are at least partially willing to give, learn, and contribute just for the sake of doing so. but how would this approach apply when one of the parties will only give/learn/contribute under immediate coercion (a punishment, a threat to lower one's grade or to force one to repay/retake a course...etc.)? Doesn't that immediate-capitalist-exchange mentality in the classroom (I-only-give-to-you-to-receive-for-me) automatically create separation and hierarchy? If one group won't put their cell phones down unless an authority figure threatens him/her, doesn't that resistance to learning perpetuate automatons and keep the wheel of severe social problems spinning? And/Or is it just an example cultural differences -- everyone has a right to their differences and it's our collective interest to try to learn together by incorporating the majority's culture including the younger generation's cell phone culture?
But now I'm back to where I started. "Collective interest". Collective in a pedagogical setting presupposes a will from more than one party.
??
(Rancière's text was published in 1991, before the iphone.)
"In the meritocracy those who know (or those who have the opportunity to set the standards of knowing) considered as experts have needed those who don't know and the ignorant in reproducing and legitimating their own privileged expert positions. These structural processes of legitimation belong to what Rancière describes as the pedagogical myth. The pedagogical myth divides the world into two by supposing a socially constructed division of power, as well as a lower and higher intelligence. As Rancière (1991, 7) points out:
[The pedagogical myth] says that there is an inferior intelligence and a superior one. The former registers perceptions by change, retains them, interprets and repeats them empirically, within the closed circle of habit and need. This is the intelligence of the young child and the common man. The superior intelligence knows things by reason, proceeds by method, from the simple to the complex, from the part to the whole. It is this intelligence that allows the master to transmit his knowledge by adapting it to the intellectual capacities of the student and allows him to verify that the students has satisfactorily understood what he learned."Ref. http://eepat.net/doku.php?id=jacques_ranciere_on_radical_equality_and_adult_education
con ilustraciones de Miguel Brieva:
http://blogs.traficantes.net/wp-content/blogs.dir/9/files/2014/03/Carta_por_la_Democracia_1pag.pdf
1. What do you think?
2. Why do you think that?
3. How do you know this?
4. Can you tell me more?
5. What questions do you still have?
for the complete article: http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber
one of the reasons why I love being in Barcelona is because I discover so many personally meaningful + exciting things everyday.
this is what I discovered this morning: Kunst Aufräumen! The creator, Ursus Wehrli, rearranges well-known paintings to make his own in a way that, for him, is more "organized" (aufräumen means organized). A million big ideas come to my mind. Subjectivity. Relativity. Life. Tolerance. Creativity/Imagination. Truth. (De)contextualization. Figurative vs Abstract representation. Resistance. Infinity. I´ve come up w a plan to use this process in the classroom.
(Maybe later I will write more here.)
