act and be

act be clean

[sketches came after conversations at bif 8 with the ACT innovation team, .. and reading blah blah blah, via dan roam..]

In old age the emphasis shifts from doing to being, and our civilization, which is lost in doing, know nothing of being. It asks: being? What do you do with it?   – Echart Tolle

We are currently creating bots/standardized people.

With all the research that this isn’t in our best interest, (especially when the act-ing is just to prove worth/stick-to-it-ive-ness, or for a real ticket to get in places), you would think more of us would boldly wake up. If not for us, for our kids.

Perhaps there are still so many people accepting this method of life/validation/conformity, because many of us don’t believe it’s legal to think for ourselves. Many of us don’t believe we are a part of the conversation.

Now that we’ve built an industrial solution for teaching in bulk, we’ve seduced ourselves into believing that the only thing that can be taught is the way to get high SAT scores. We shouldn’t be buying this. – Icarus Deception

ridiculous_cropped

We are all part of the conversation. It is legal to think. For yourself.

Trust and whimsy do matter.

whimsy trifold graphic

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What to do now?

Perhaps placebos …?.. till we get back to a natural state?

Perhaps – a non-linear portfolio.

Perhaps we focus on flavors of success.

Perhaps we start talking to ourselves, every day.

Perhaps we redefine public education, for the sake of equity, for the celebration of onlyness.

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our plan..

the alternate admissions we are experimenting with is a non-linear portfolio – a mind map of sorts. we are currently doing it by hand, (well with software called the brain) but are working on an app to create it in the future.
two benefits in particular:
  1. the focus is simply learning – more humane to the learner. [we have found that our obsession with proving/testing/documenting things often keeps us from things that matter. tests are no longer a good measure, as we are getting better at taking the tests, than actually learning to learn. so perhaps a solution is creating a means to capture evidences/trailings as the learner talks about and/or does/learns things]
  2. the screening process is simpler – more humane to university/college/ceo admissions. [we have found a huge project for admissions offices and ceo’s is to sift through – often times – undistinguishable evidences. ie: 4.0+ and/or perfect test scores, or trying to read through a portfolio or letters/resumes/references of learning. with a brain-type app, you can get an in depth look at the learners experiences around any particular topic over any amount of time (the last 1, 5, 10 years) within a couple minutes]

we are hoping to have this as a simple/useful alternative to test scores, diploma, ged, …