"Like the study of science and art, accounts of historical events can be intrinsically fascinating. But they have a wider significance. I believe that people are better able to chart their life course and make life decisions when they know how others have dealt with pressures and dilemmas---historically, contemporaneously, and in works of art. And only equipped with such understanding can we participate knowledgeably in contemporary discussions (and decisions) about the culpability of various individuals and countries in the Second World War. Only with such understanding can we ponder the responsibilty of human beings everywhere to counter current efforts at genocide in Rwanda and the former Yugoslavia to bring the perpetrators to justice."
"...we humans are the kinds of animals who learn chiefly by observing others---what they value, what they spurn, how they conduct themselves from day to day, and especially, what they do when they believe that no one is looking."
----Howard Gardner, from The Disciplined Mind, published in 1999
Showing posts with label introduction. Show all posts
Showing posts with label introduction. Show all posts

Thursday, January 3, 2008

Show Me Your Jalwa; or, Neroli's First Day at Her New Job

Dear reader, one of the most essential things that we do in our work with our children is to pair ourselves with reinforcers in order to establish instructional control.
In other words, we provide students with things and experiences that they like; in so doing, we make ourselves appealing to our students so that they can tolerate our presence---and ultimately enjoy our presence enough to be able to begin all the good work that we can do: show for me, I'll show for you.

A, B, C, D---they're ready for me to show them the good stuff.

Have a great day, dear reader.

Wednesday, June 6, 2007

Language Is A Virus: Or at Least Laurie Anderson Says So

Words have never been my strongest suit.

For instance, the scent of the mogra and the gulab, the chandan or the champa, that I light daily during devotions or ordinary routines such as the washing of the dishes speak as much to me as the words playing over the radio during the NPR news. The sound of the river that I frequent speaks as well to me; as does the dappling, off-on patterning of the sunlight and shadow through the leaves to the path; as does the sensation of the grip and give of the dirt and vegetal matter through the soles of my shoes on the soft earth by the water as I walk. More often this input is more favorably received by me than verbal language.

Why then would I begin a blog?

Dear reader, it is because I wish to address this, my prickly relationship with the written and spoken word. I know of no other way to do so then to practice writing. Those who know me might suggest that I have ample opportunity to do so, as I am a graduate student in special education. Plenty of writing, that, dear neroli, you might say. And you would be correct. It is for the abundance of graduate writing that I need to practice the practice of writing.

A colleague with whom I will no longer be working gave me a parting gift: she told me that I would just have to get over my displeasure of writing. Thank you, Miss B, you are absolutely right.

So here I am.