[MD] Imaginings

[plattholden at gmail.com]

On 8 Sep 2009 at 11:04, John Carl wrote:

> Platt,
> Thanks for sharing your insights and suggestions, they don't all harmonize
> with the specific school of possibility that I am thinking through.  For DQ
> University is a tribal college.  An actually existing one.  In trouble with
> accreditation precisely because it is not in the standardized SOMish mold.
> 
> The way I see it, installing the MoQ as the "operating system" on a tribal
> college in trouble with authority is just too juicy to resist.  The final
> book that turns ZAMM and Lila into part of a trilogy, is written in oral
> tradition for an oral people to transmit to future generations.  The book
> about the Indians finally gets written, and it gets written in the hearts of
> the people through a blending with their own teachings.  A path of
> integration, the shamanistic journey comes full circle, back to Dusenberry's
> Indians in the end.

Gee, and I thought I was conservative. This is really turning back the 
clock.

> On Tue, Sep 8, 2009 at 8:17 AM, <plattholden at gmail.com> wrote:
> 
> > On 7 Sep 2009 at 22:59, John Carl wrote:
> >
> > > I responded thus to Platt before, but more mention is needed of DQ
> > > University.
> > > We start with Metaphysics 101.  This is because you need to understand
> > the
> > > ground upon which your education is based.

> > Agree. Also required course in the history of Western Civilization, i.e,
> > how Europe and the U.S. got to be where they are, economically,
> > politically, culturally.

> See, that's a bit Euro-centric for a tribal college.  Some grounding in
> understanding the conquering power is good, no doubt.

That's one way to look at it. I see it as grounding in the modern age. 

> > Also, a required course in world religions, a
> > required course in the history and methods of science, and a required
> > course in art appreciation. Finally, a required course in effective
> > writing.
 
> Well... isn't that pretty close to what we've got now?  Or at least, what we
> used to have which could be argued is what got us to where we are now.  I'm
> striving for new approaches for even if what worked before, worked
> (arguable) what is needed now is new.

I don't think your proposal represents anything new. Different, yes. But 
not new except for the emphasis on teaching the MOQ along with other 
metaphysical theories.

> > Reverse the learning process. Students do the reading, teacher answers
> > questions about the reading.

> I'm thinking of a link Ron posted a while back about the differences in an
> Oral transmission vs. a written one.  I think for an Indian school,
> affirmation of oral traditional methods on an academic scale would be more
> attractive and useful.
 
I'd prefer a balance between off-the-cuff verbal and more thoughtful 
writing. 
 
> > Set a time limit. Otherwise, classes could
> > go on forever. Forget "communal consensus." (Students vote on who
> > passes, fails)
 
> All teaching should "go on forever" rather than be walled off in sections of
> your life.

Learning should go on forever. But I don't think one should stay in 
college forever. 

> The teacher is part of this community and when trusting in consensus, even a
> minority has power to halt the process.... I imagine the way it would work
> is that the students would be eager to move on, but the teacher would be the
> main force holding them back until they all demonstrably "got it".

What are students supposed to "get?"

> Communally, this motivates the students to help each other "get it" asap,
> and makes them part of the team.  The magic of team effort is something that
> continues to elude you, Platt.  I do get that.  But if you free up the class
> from a time-based schedule, I'd be willing to bet the real result would be
> to speed up the process on average rather than slow it down.  In an
> open-ended process, the group is rewarded for achieving understanding by
> finishing early.

What are students supposed to "understand?"  Pirsig's metaphysics? If 
this site is any indication that will be a bit of a problem.  

> Test students on their understanding. Teachers judge
> > quality of writing.

> Amend to teachers judge students on the Quality of their expression to
> include oral.

OK

> > > In fact, the school grounds should be themselves an ideal demonstration
> > of
> > > proper principles put in practice.  Designed in a circle with enough food
> > > for all and gardened according to the wisest minds in a holistic pattern.

> > The campus setting is not high on my priorities.
 
> A college that teaches the right way to live should demonstrate what it
> teaches.  When I went to boarding school, all students were required as part
> of their education to work at the school at least 4 hours a day.  I took a
> construction class that also gave me the opportunity to build homes on the
> campus, installing our learning in real life and in our teen brains at the
> same time, most effectively.

Agree. Hard physical work never hurt anybody and is good for the soul..
 
> > Thanks for your suggestions, John. Specifics are always welcome in
> > otherwise mostly abstract discussions.

>  Well anything to distract you from Obama's speech this morning to the good
> students of America.

Easy to be distracted since Obozo's speech was full of cliches and 
banalities, most of which he doesn't believe himself. 

Regards,
Platt