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bell hooks on Critical Thinking (from her new book Teaching Critical Thinking): "Thinking is an action. For all inspiring intellectuals, thoughts are the laboratory where one goes to pose questions and find answers, and the place where visions of theory and praxis come together. The heartbeat of critical thinking is the longing to know--to understand how life works... ...critical thinking involves first discovering the who, what, when, where, and how of things--finding the answers to those eternal questions of the inquisitive child--and then utilizing that knowledge in a manner that enables you to determine what matters most... Paul and Elder remind us: 'Critical thinkers are clear as to the purpose at hand and the question at issue. They question information, conclusions and point of view. They strive to be clear, accurate, precise, and relevant. They seek to think beneath the surface, to be logical and fair. They apply these skills to their reading and writing as well as to their speaking and listening.' Critical thinking is an interactive process, one that demands participation on the part of the teacher and students alike. All of these definitions encompass the understanding that critical thinking requires discernment... While many critical thinkers may find intellectual or academic fulfillment doing this work, that does not mean that students have universally and unequivocally embraced learning to think critically. In fact, most students resist the critical thinking process; they are more comfortable with learning that allows them to remain passive. Critical thinking requires all participants in the classroom process to be engaged. Professors who work diligently to teach critical thinking often become discouraged when students resist. Yet when the student does learn the skill of critical thinking (and it is usually the few and not the many who do learn) it is a truly rewarding experience for both parties. When I teach students to be critical thinkers, I hope to share by my example the pleasure of working with ideas, of thinking as an action." |
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I'm reading ten or so books right now: Final Harvest: Emily Dickinson poems selected by Thomas H. Johnson: after seeing a wonderful Ah Hong concert where she sang three sets (of three different Emily Dickinson poems) by different composers. And she's soooooo one of my Artist Ancestors I just started Madness and Civilization: A History of Insanity in the Age of Reason by Michel Foucault: I hadn't read any Foucault since I finished my MFA, but this one found me at just the right willingness to read slowly. Seasonal, especially after my experiences with the Morrigan, I'm reading Slavoj Zizek's Violence. Also slow going, but I'm about a third finished. I'm sure to be using quotations from this one! Easier reading, but a challenging topic, I'm reading Margaret Atwood's Payback: Debt and the Shadow Side of Wealth. It is no how-to manual (though maybe I'm ready for that? again?) - but more a historical, literature-based examination of the imagery and ideas about debt and wealth in Western society. For light reading: I just finished Chitra Banerjee Divakaruni's The Palace of Illusions: a mostly feminist retelling of Panchaali, the fire-born heroine of The Mahabharat. I loved her Mistress of Spices better, but this was still magical. |
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I just finished reading Eve Kosofsky Sedgwick's Touching Feeling (which I've been working on, a little at a time, for over two years). Post Goddard, I really stopped reading difficult work, as I was no longer getting "credit" for my choices. But at a program like Goddard's, I wasn't really reading for anyone else's approval much anyway. I read almost all the Judith Butler I could get my hands on, finally read a good chunk of the Foucault I didn't read at Bennington, etc. I'm now back to reading four or five things at a time that I can only read a short paragraph or so at a time(sometimes over and over again), in addition to all the grading, the books I read for my own specific research, and the occasional fiction, and... always poetry. The collection of her essays was linked together under the subtitle: Affect, Pedagogy, Performativity. This excerpt, from the chapter entitled "Pedagogy of Buddhism" seemed to mostly hold its own in an excerpted form: "What does it mean when our cats bring small, wounded animals into the house? Most people interpret these deposits as offerings or gifts, however inaptly chosen, meant to please or propitiate us, the cats' humans. But according to the anthropologist Elizabeth Marshall Thomas, 'Cats may be assuming the role of educator when they bring prey indoors to their human owners... A mother cat starts teaching her kittens from the moment they start following her... Later she gives them hands-on practice by flipping victims in their direction, excatly as a cat does in play. Mother cats even bring (wounded) prey back to their nests or dens so that their homebound kittens can practice, especially if the prey is of manageable size. So perhaps cats who release living prey in our houses are trying to give us some practice, to hone our hunting skills' (105). For persons involved with cats or pedagogy, Thomas's supposition here may be unsettling in several ways. First there is the narcissistic wound . Where we had thought to be powerful or admired, quasi-parental figures to our cats, we are cast instead in the role of clumsy newborns requiring special education. Worse, we have not even learned from this education. With all the cat's careful stage management, we seem especially stupid in having failed to so much as recognize the scene as one of pedagogy. Is it true that we can learn only when we are aware we are being taught? How have we so confused the illocutionary acts of giving and teaching? A further speech act problem here involves imitation: the cat assumed (but how could we know?) that its own movements were templates for our mimicry, rather than meant to be made room for or graciously accepted by us. A gesture intended to evoke a symmetrical response has instead evoked a complementary one. Then again, even if we had recognized the cat's project as pedagogical, it's possible we would not have responded appropriately by 'honing our hunting skills' on the broken, twitching prey. Possibly we do not want to learn the lesson our cat is teaching. Here, in an affective register, is another mistake about mimesis: the cat's assumption that we identify with it strongly enough to want to act more like it (e.g., eat live rodents). For a human educator, the cat's unsuccessful pedagogy resonates with plenty of everyday nightmares. There are students who view their teachers' hard work as a servile offering in their honor -- a distasteful one to boot. There are other students who accept the proffered formulations gratefully, as a gift, but without thinking to mimic the process of their production... Teaching privileged undergraduates, I sometimes had a chilling intimation that while I relied on their wish to mirror me and my skills and knowledge, they were motivated instead by seeing me as a cautionary figure: what might become of them if they weren't cool enough, sleek enough, adaptable enough to escape from the thicket of academia into the corporate world. And besides the frustrations of the feline pedagogue are the more sobering ones of the stupid human owner. It's so often too late when we finally recognize the 'resistance' (mouse flipping) of a student/patient as a form of pedagogy aimed at us and inviting our mimesis. We may wonder afterwards whether and how we could have managed to turn into the particular teacher/therapist needed by each one. Perhaps their implication has been: Try it my way -- if you are going to teach me. Or even: I have something more important to teach you than you have to teach me." ~ Eve Kosofsky Sedgwick, Touching Feeling |
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I started a fabulous new piece yesterday - a smaller work, hopefully for a show in the winter, and it is just going sooooooo quickly, easily. I'm a little floored by how much I like this piece already.... |
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A crazy two weeks, insane overbooked two weekends, and then my student comments were due today. I've finished all these deadlines, and I am home tonight, exhausted, wishing I could do all that I put off while being so busy.... (Art, gym, connect with friends, etc.) |
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My cards for the day: 8 of Cups (emotional exhaustion), The Emperor, The Moon 8:00am, pouring rain all morning, that cold freezing rain. I sit for coffee prior to meeting up with Paul for an ill-timed dry wall Home Depot run (took two hours) in my pickup (which does not have a cap over the back). This evening, where supposed to hang Rams' show in Paul's dining room (30 pieces mixed media work, newly framed) in preparation for Paul's big music night next week (dinner, opera singer, art show for 40+ at his house). I'm supposed to go pick up the work from the gallery and the framers (two different parts of town, neither great for parking even on a good day). I'm trying be a trooper, but having trouble keeping my game face on. (Yesterday was the 8th grade retreat day - Darrah and I did three 1 1/2 hour shifts of plaster casting masks on 50+ 14 year old girls.) I'm also needing to do a fair amount of my own work - art making time I desperately need this weekend for a piece to finish for the Gallery 10 show, another large panel of the Burning Times Shroud I just got started on, maybe another poppet (so light easy energetic pieces, he remarks sarcastically). And, maybe a little work on the couple of smaller pieces I have almost finished? Gym, meetings, grading? House cleaning? In some ways, I am reminded of how more self sufficient and capable I've become in the last years. In the past, my projects/productions were so too big for me that I consumed friendship support, I couldn't help but take hostages, and my own life became crash and burn, ever demanding better production values in less time and less resources... Sometimes it feels the same, nowadays, but the house is relatively clean, mostly holding up to the season, my art is unfolding with daily practice despite how busy I am, and I'm still managing to do some of those other things I need to feel spiritually and physically fit... And run around helping the boyfriend to manage what should be a very special event next weekend... So, yeah, 8 of Cups, The Emperor, the Moon |
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Disappointment got me to the gym... |
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I started a new piece today for a show in DC my friend Aerianna is guesting me into next month. I needed a piece that more specifically went with her theme, and I am surprised how immediately I jumped in (with many in-the-works pieces hovering and poppet season having arrived). Tomorrow I'm teaching a set of poems by different poets that work with the imagery/theme of writing poems, or being a poet: Linda Pastan, Billy Collins, Carol Ann Duffy, and Mary Oliver included. My classes just started their first Shakespeare studies, and it is always like nails on the chalk board till their reading of the verse starts to sound reasonably okay... but many in this current class performed a couple of Shakespeare plays across the street at the boys' school, so their level of understanding should be better than usual. I'm overworking, overgiving - leaving school late several days a week, getting to school before 7 am every morning, teaching straight through, and when I'm not in my "middle management" meetings, I'm grading, grading, grading while still trying to be available, more available for faculty and students. I managed to get out to watch two advisees playing in two different soccer games this afternoon. Really, I'm heading for sainthood, and what's that line from Pippin: "Nothing makes you feel more obsolete than being noted for your morals?" No gym, again, this week. But art is moving forward, and so that's important. But "too many" or "too much," and especially "over - __________" and "more" are hardly good signs for living in greater balance, at least, for me. |
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"I can tell him, my grandfather who loves me always, that I want to belong -- that it hurts to be always on the outside. He tells me there are lots of ways to belong in this world. And that it is my work to find out where I belong... I tell myself stories, write poems, record my dreams. In my journal I write-- I belong in this place of words. This is my home. This dark, bone black inner cave where I am making a world for myself." ~ bell hooks, Bone Black: Memories of Girlhood On the eve of Parent Night, I watched a small group of crows chase a much larger bird of prey from the fields of our campus; with noisy togetherness, they swooped, struck, and steered the hawk(?) further and further from the woods and the still-green lawns, while dark storm clouds eased in from the horizon. I stood and watched, slipped into the truck, jotted poetic fragments, or maybe just flowery prose, and headed home, knowing I'd need to turn right around to come back. Parent night. I actually enjoyed the opportunity to talk, to share, to name intentions, to caution. This is the start of my 20th year as a teacher (and I have always had at least some Middle School classes), and my 10th at Bryn Mawr. I am the age of most of my current parents of eighth grade girls. Today, staying later than I intended, I finished reading the creative nonfiction writing pieces my students wrote in preparation for composing a short five minute convocation speech to be read in front of the entire Middle School. I'd shared excerpts of bell hooks' Bone Black as inspiration towards more original, unique voices, and I am pleased with the efforts they are making to move more creatively in telling their own stories. We're reading Shirley Jackson's We Have Always Lived in the Castle, a delightfully gothic' novel depicting an almost Grey Gardens-ish pair of sisters. A new book for the course, though I teach "The Lottery" later, so we'll have plenty of time to talk about the scapegoating of Outsiders and the mob mentality she loves to set in a perversely small town American setting. I'm happier at work than I've been in years. So glad to have shed the Arts Department and to be teaching full time English, to be able to take on the leadership opportunities that have come my way, to be able to try and have "me" time, and art time, and relationship time - while still getting my grading done at an impressive rate. And I love working with Darrah, having her connected to the day-time world of this very distinct place, to see her owning her work, her production, gaining her tribe of actresses.... |
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Tomorrow is my last day of summer vacation; this summer, more than any other, just seemed to disappear, after never really getting started. After teaching summer school, July seemed bewildering, the house in chaos pre-contractors (still not begun), and the loss of the studio left me unfocused. Still, the last two weeks were great art weeks, I've made it to the gym twice a week all month, and am in improved spirits about a variety of topics.... Finished reading James McBride's Song Yet Sung, a fanastic, potent novel about the ending days of slave era in Maryland's Eastern Shore. His novel weaves a wide variety of characters, both black and white, men and women, but his main character is an escaped slave the call The Dreamer, a mystic on the run, she dreams of freedom's future, including glimpses of modern urban life she can barely comprehend. "But there was more to it than she could bear to tell him, or even bring herself to think about, for tomorrow held so much wonder and so much sorrow; it seemed impossible to tell it all or even comprehend it all; the events of the next two days seemed unimaginably important, and it seemed impossible that something so important could happen to them, at that moment in time, as poor as they were and as innocuous as they were: herself, the blacksmith, Amber, even the Woman with No Name. They were small people, and what she dreamed of was big, another world beyond imagination that reached far, far beyond the world they all knew, or even dreamed of... And all of it held in a song she had not yet heard and might never hear. --Seeing tomorrow, she said thinly, grasping Amber's hand tightly, is more than a soul can bear." James McBride, Song Yet Sung |
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"To romance the shadow we need to recognize our projection; admit that it exists within us; and identify and communicate our feelings in the moment, thereby relating to a real-time person, not to a ghost of the past. When each partner sees the other accept full responsibility, the blame game can recede. Then, both can relax and Eros returns. In this way, as a result of the healing power of love and the gift of shadow-work, the couple becomes a vehicle for developing awareness in the partners. As we begin to feel more safe and secure within ourselves and with a partner, the soul is nourished and the relationship transforms: a new kind of trust and internal strength appears. As a result, each individual develops, and the eggshell cracks, allowing for more individuality, risk taking, and vulnerability. Therefore, the partners can achieve a deeper integration of opposites, a capacity to accept and even value both darkness and light within ourselves and our partners." Connie Zweig and and Steve Wolf, Romancing the Shadow |
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Summer is usually my most productive art season - but with house under construction (although no real work has begun) - I'd lost my studio space as the upstairs transformed into rooms of clutter. I've been going to a DC Drawing Group - so I have been making art (but not "Art"), and I'm thrilled to be developing my figure drawing skills. Still, summer is almost over, and no new work since I finished my "Ghost of a Summer Long Past" at the beginning of July. I know it doesn't sound like a very long drought, but for me, there's not been a month without work ongoing work in the studio since early 2005, and I was beginning to worry. Anyway, new work, really deep new work began today. And I am feeling much better. |
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Last week, Paul and I saw a free concert at the Roland Park Presbyterian Church, a nice program including a strong vocalist, but what really stayed with me was the presence of an enormous Tiffany window (1916) that filled one of the church’s four quartered areas.
It is an eerie piece, spectacular, but very gothic, in a manner that we would never reproduce nowadays. A young robed blond boy with arms outstretched stands at the base of the window, behind him a serene landscape including symbolic cypress trees indicating a funerary theme, and central, rising up from behind the boy, past the green cypresses, a beautiful flowering tree that reaches up to the top of the window, its blooming boughs weaving through the upper curves of the window’s vaulted frame.
Closer inspection, during intermission, revealed a scripted line, “Thou callest me,” and a memorial marking the passage of this young boy’s life: John Mifflin Hood III, July 23, 1906 – July 15, 1915. We were sitting in this church on the day before the anniversary of his death, a death that happened decades ago, shortly before his ninth birthday. Days later, I googled, trying to find more out about him, but only his very famous grandfather, a former Confederate general and founder of a railroad turned up. There was no mention of the window’s history on the church’s site, no findable records of his death (of what?).
As the second half of the concert performed, I imagined his mother, dressed and corseted in her late Victorian clothing, sitting week after week in their church, long before its “lightening” renovations, and could practically see her sitting in the dimly lit pews, her son’s face an illuminating gaze across the sanctuary. Their wealth provided such a memorial tribute, but was there comfort for her within this window of beautiful grieving? |
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I've been devouring Daniel Hect's City of Masks - a mystery/ghost story featuring a psychic/detective/therapist female protagonist named Cree Black, who we first meet as she heads towards New Orleans. Great summer reading - but also just layered with juicy threads of stuff that has got me hooked... "Another dimension of preparation underlay all the bustle. For the empath there was always a quie taking stock, a taking of one's own measure and readiness, and grappling with the resulting ambiguities. Then there were the contacts made with loved ones and colleagues, all freighted with an unspoken burden -- hellos with contingent good-byes hidden in them because the person who leaves for a ghost hunting expedition, the way Cree did it, might well not return. Not as the same person, anyway." Daniel Hect, City of Masks She's a great character - struggling with being "open" while keeping (and losing) her personal boundaries, friends and others helping to keep her grounded in "this reality" while she weathers the isolation of seeing what most don't... |
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"Si je t'aime, prends garde a toi!" Sings Carmen in Bizet's opera: "If I love you, watch out!" Good advice: She's dangerous. Love is dangerous. As is the world. It isn't only loss--there's lots of weird malice loose on the planet. Of course, her song is in the Book; not as a warning but an invitation. "Welcome," it says, "but be alert." Gregory Orr, How Beautiful the Beloved I gave Paul a copy of Orr's latest book as a romantic birthday gift; I wanted something that was built of regular, structured lines (Paul prefers no jagged left or right edges of words on the page), but I was surprised (and teased him about it) when he posted a status update on facebook claiming to have found the poems too "emo" - now, I'm almost finished the book, and that certainly isn't the word choice I'd use to describe this particular volume of Orr's work. I'll admit, I find Orr's memoir work more to my taste, and his lyric poetry sometimes a bit too sentimental for me, but there is a lot to like in his lyric lines. There's often a tinge of humor, a sweetness, but mostly, I like the way he tries to tap into the "song of the universe" connecting to the natural world and the human relationships within this world, to be a Beloved-like presence. I teach his lyric sequence Orpheus and Eurydice, and I especially like his Concerning the Book That Is the Body of the Beloved - with its rich imagery from the Isis/Osiris myth. Reciprocity -- that's where It starts. Not something Given selflessly nor grabbed without regard. That free exchange -- caress begetting caress. Gaze answering gaze. Across what gulfs, voice responding to voice, as poem responds to poem. Gregory Orr, How Beautiful the Beloved |
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