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Posts Tagged ‘education’

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I’ve been rambling about tech all week.

Here – Introductory Thoughts

Here – Contrarian thoughts on new media and evangelization – Dom Bettinelli has a response here. 

Here – Thoughts on tech and education

More on educational tech. 

I have one more to go – I don’t know if I’ll get to it today (Friday) – my original plan. I’ll try, but you never know.

Computers 1979

Source

 — 2 —

Also on this here blog, I’ve started a more or less daily digest of what I’m reading, watching, listening to, cooking…etc. It’s really for myself more than for you people, a way Image result for vintage exerciseof getting myself going in the morning – the mornings of this new kind of day in which I have hours stretching in front of me, hours of uninterrupted work time, hours during which I have no excuses any more…early morning writing calisthenics, I suppose.

So:  Monday, Tuesday, Wednesday, Thursday….(none today – this post counts for Friday)

 

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Charter schools have had a very hard row to hoe down here in Alabama. They have only been  permitted in the last couple of years – vigorously opposed by the Alabama Education Association –  and there are just a few open at this point. Here’s an article about an interesting effort in northwest Alabama – a charter school that’s the only racially integrated school in the county:

At 7:50 on Monday morning, when school started at the University Charter School in Livingston, in west Alabama’s Sumter County, students in kindergarten through eighth grade began a new era, hardly aware of the history they were making.

For the first time, black students and white students are learning side-by-side in integrated public school classrooms. More than half of the school’s 300-plus students are black, while just under half are white.

While not fully representative of the county’s split—76 percent black, 24 percent white, no public school in the county has come close to reaching the percentage at UCS, according to historical enrollment documents.

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At some point in the recent past, I reminded you of the case of Fr. James Coyle, murdered in front of St. Paul’s Cathedral in Birmingham in 1921. Every year the Cathedral holds a memorial Mass for him and has a program – it happened last Friday, and here’s a local newspaper article about it:

St. Paul’s Cathedral held its annual memorial Mass on Friday to remember its former pastor, a priest who was killed 97 years ago at the front of the cathedral.

The Rev. James E. Coyle, who had been pastor of St. Paul’s Cathedral since 1904, was shot to death on the porch of the wood-frame rectory, the priest’s house next to the cathedral, on Aug. 11, 1921.

The murder trial was historic, partly because of the role played by future U.S. Supreme Court Justice Hugo Black. Black defended the accused killer, the Rev. Edwin R. Stephenson, who was a member of the Ku Klux Klan. The Klan paid the legal expenses of Stephenson, who was acquitted by a jury that included several Klan members, including the jury foreman, according to Ohio State University law professor Sharon Davies, author of “Rising Road: A True Tale of Love, Race and Religion in America,” about the Coyle case.

“The Klan held enormously successful fundraising drives across Alabama to raise money for the defense,” Davies said. “They portrayed it as a Methodist minister father who shot a Catholic priest trying to steal his daughter away from her religion, to seduce his daughter into the Catholic Church.”

Stephenson, who conducted weddings at the Jefferson County Courthouse, was accused of gunning down Coyle after becoming irate over Coyle’s officiating at the marriage of Stephenson’s daughter, Ruth, to a Puerto Rican, Pedro Gussman.

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NYTimes story on the hollowing out of Christian life in Syria:

The number of Christians across the Middle East has been declining for decades as persecution and poverty have led to widespread migration. The Islamic State, also known as ISIS, considered Christians infidels and forced them to pay special taxes, accelerating the trend in Syria and Iraq.

In this area of Syria, the exodus has been swift.

Some 10,000 Assyrian Christians lived in more than 30 villages here before the war began in 2011, and there were more than two dozen churches. Now, about 900 people remain and only one church holds regular services, said Shlimon Barcham, a local official with the Assyrian Church of the East.

Some of the villages are entirely empty. One has five men left who protect the ruins of the Virgin Mary Church, whose foundations the jihadists dynamited. Another village has only two residents — a mother and her son.

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Look for me in Living Faith on Sunday. 

Sunday is, of course Sunday – which takes precedence over any feasts and memorials, but it’s worth noting nonetheless that the day (August 19) is the memorial of St. John Eudes, dedicated in  part to the reform of diocesan clergy. Certainly worth attending to any time, but perhaps particularly in these times:

 In 1563 the Council of Trent issued norms for the establishment of diocesan seminaries and for the formation of priests, since the Council was well aware that the whole crisis of the Reformation was also conditioned by the inadequate formation of priests who were not properly prepared for the priesthood either intellectually or spiritually, in their hearts or in their minds. This was in 1563; but since the application and realization of the norms was delayed both in Germany and in France, St John Eudes saw the consequences of this omission. Prompted by a lucid awareness of the grave need for spiritual assistance in which souls lay because of the inadequacy of the majority of the clergy, the Saint, who was a parish priest, founded a congregation specifically dedicated to the formation of priests.

 

— 7 —

 

Don’t forget – The Loyola Kids Book of Signs and Symbols.

NOTE: If you really want a copy soon – I have them for sale at my online bookstore (price includes shipping)  Email me at amywelborn60 AT gmail if you have a question or want to work out a deal of some sort. I have many copies of this, the Loyola Kids Book of Bible Stories, the Prove It Bible and the Catholic Woman’s Book of Days on hand at the moment.

Also – my son has been releasing collections of short stories over the summer. He’s currently prepping his first (published) novel, The Battle of Lake Erie: One Young American’s Adventure in the War of 1812.  Check it out!

For more Quick Takes, visit This Ain’t the Lyceum!

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amy_welborn

What’s your history of classroom tech?

The racket of IBM Selectrics in typing class? The square holes of data cards? (I can’t even type phrase that without hearing it in my Indian college professor’s voice.) Did you – or if you’re old enough, your parents – collect grocery receipts for Apple IIe computers? Mario Typing? Channel One?

It’s a history of promises and utopia, isn’t it? Promises of:

  • Individualized, self-paced learning
  • Global connections and awareness
  • Classroom and system efficiency
  • Parent-school cooperation
  • Financial savings
  • Preparedness for the workplace and the modern world in general.

How much has been written on these issues? Millions of words. I don’t want to add too much to that. What I have to say is particularly directed at Catholic education, which, in this country, has – not surprisingly – jumped right on the Tech Train, seeking, as it does it so much else, to do nothing more than ape public education.

The lack of critical, counter-cultural thinking in Catholic education is not surprising, but still continually disappointing nonetheless.

What I have to say today is pretty simple, and I’m going to say it mostly by quoting from others. I’d encourage you to follow the links and read more.

Bottom line:

The push for screens and internet-based learning to replace books and paper is sold to us as an inevitability that is, of course, best for students.

I invite you to never, ever, accept that premise, and to question it, from top to bottom every time it’s presented to you. 

Because the push for screens and internet-based learning is not about students. It’s about profit and data. 

Let’s go back to the dark ages – the 1990’s, when Channel One entered classrooms. It’s an instructive example because it was so controversial at the time, and what’s happening now with computer-based learning, particularly Google Classroom, raises similar issues, but does not seem to be raising the same kinds of questions.

The deal was this: Whittle Communications provided classroom televisions and satellite receivers to schools in exchange for schools having their students watch a daily news show provided by the company – called Channel One.  I taught in a school that took this deal, and yes, every day after opening prayer and the Pledge of Allegiance, we had to watch this – what, maybe 10-15 minute news show with advertisements (that was the controversial part).

As I said – it was controversial – accusations of schools selling out students, forcing them to watch advertisements and whatever editorial slant Channel One offered in its programming.

And those are questions that should have been raised. It was certainly problematic – not to speak of being a pain and an intrusion. But hey! We got free televisions!

What’s happening now is no different – well, it is different – because it’s worse. What’s happening now in so many systems is an unquestioning, eager acceptance of faulty premises about what’s best for students, allowing tech companies to simply take over education, set the standards, and dominate every aspect of the process from pre-assessment, to instruction, to testing to information infrastructure.

And all the while scraping your kids’ lives for data.

Tomorrow I’m going to take the issue on from a more personal perspective, ranting about sharing various experiences my own kids have had with this in their classrooms – amy-welbornsince I haven’t taught myself since the advent of intensive, intrusive classroom tech – in my day  – it was a big deal to get one classroom computer, period.

Today, I’m just going to leave you with some citations from other writers. I don’t agree with everything every one of these writers have to say about every issue – some of them tend to tilt definitely more leftward than I do, and many are hard-core opposed to charter and private schools – but on these matters, I’m indebted to their passion.

Here’s where I stand – before I get to the links:

  • Education – even up through high school – should be as screen-free as possible. I really don’t see any reason at all for elementary students to use computers or screens. Their brains need the holistic connection between mental and physical activity that comes with reading real books and writing on paper and using concrete manipulatives.
  • Everything I have read indicates that reading retention is stronger from reading from printed paper pages than it is reading from a screen. There is an aspect to spatial awareness that assists in retention. I know this is true for me because I can often, when trying to remember something I read, can retrieve it by thinking about where I read it on the page – top, bottom, middle. I don’t have that with a screen, which is why the only books I read on an e-reader are out-of-print books I can’t find anywhere else, for the most part. For sure, if I am reading non-fiction – serious history or theology – I must read a book – I must be able to have that experience of holding something physical in my hands, flipping back and forth, physically highlighting.
  • Anecdotal evidence suggests that students tend to prefer printed material, as well: “real books.” There are serious questions, as well, about the physical impact of all-day screen immersion, not only on brain chemistry and attention, but on other aspects of our physical health.
  • As the links below will emphasize, this is mostly about perceived financial savings (by schools and systems) and financial gain (by corporations). It is disappointing, as I said, to see Catholic schools buy into this.
  • Classroom tech does not improve efficiency. At all. It takes time to learn, there are bugs and disruptions, the Internet goes out, the power goes out, it presents distractions.
  • While there are great teachers out there, teachers as a group are not noble saints immune from human weakness. As I said, great teachers still work out there – my children are sitting in the classrooms of some excellent teachers as I write this. But – again – teachers are not saints or superhuman or uniformly excellent. There are lazy, inefficient, ignorant teachers whose worst habits are encouraged by classroom tech. I mean – who among us hasn’t encountered the teacher who does nothing more than hand out worksheets? Now he/she has a classroom full of kids who can be told to work in their Chromebooks and call it a day.

So yeah – basically, for me, it comes down to : The tech needed in a classroom is going to vary: kids studying AP Physics might need to use it more than they do in English class (or maybe not – I sort of have my doubts on that score, too). But the presumption should be: less tech is better. 

Now for the links:

Dear teachers: Don’t be good soldiers for the tech industry

There is an entire parasitic industry making billions of dollars selling us things we don’t need – standardized testsCommon Core workbook drivel, software test prep THIS, and computer test crap THAT.

We didn’t decide to use it. We didn’t buy it. But who is it who actually introduces most of this garbage in the classroom?

That’s right. US.

We do it. Often willingly.

We need to stop.

And before someone calls me a luddite, let me explain. I’m not saying technology is bad. It’s a tool like anything else. There are plenty of ways to use it to advance student learning. But the things we’re being asked to do… You know in your heart that they aren’t in the best interests of children.

I know. Some of you have no choice. You live in a state or district where teacher autonomy is a pathetic joke. There are ways to fight that, but they’re probably not in the classroom.

It’s not you who I’m talking to. I’m addressing everyone else. I’m talking to all the teachers out there who DO have some modicum of control over their own classrooms and who are told by their administrators to do things that they honestly disagree with – but they do it anyway.

We’ve got to stop doing it.

Corporations want to replace us with software packages. They want to create a world where kids sit in front of computers or iPads or some other devices for hours at a time doing endless test prep. You know it’s true because your administrator probably is telling you to proctor such rubbish in your own classroom so many hours a week. I know MINE is.

….

The EdTech shell game is not about improving student learning. It’s a commercial coup, not a progressive renaissance.

Think about it.

They call this trash “personalized learning.” How can it really be personalized if kids do the same exercises just at different rates? How is it personalized if it’s standardized? How is it personalized if it omits the presence of actual people in the education process?

It’s teach-by-numbers, correspondence school guano with graphics and a high speed Internet connection.

Personalized Learning Without People – An Education Scam from the 1980s Returns

This is seen as a way to save money by teaching without teachers. Sure, you still need a certified educator in the class room (for now) but you can stuff even more children into the seats when the teacher is only a proctor and not responsible for actually presenting the material.

The teacher becomes more of a policeman. It’s his job to make sure students are dutifully pressing buttons, paying attention and not falling asleep.

Moreover, this is sold as a way to boost test scores and meet the requirements of the Common Core. You can easily point to exactly which standards are being assessed on a given day and then extrapolate to how much that will increase struggling students’ scores on the federally mandated standardized test when they take it later in the year.

In fact, students’ answers on these programs are kept and recorded. They are, in effect, stealth assessments that can be used to judge and sort students into remediation classes or academic tracks.

Co-opting the Language of Authentic Education: The Competency Based Education Cuckoo

That’s what the whole program consists of – forcing children to sit in front of computers all day at school to take unending high stakes mini-tests. And somehow this is being sold as a reduction in testing when it’s exactly the opposite.

This new initiative is seen by many corporate school reformers as the brave new world of education policy. The public has soundly rejected standardized tests and Common Core. So this is the corporate response, a scheme they privately call stealth assessments. Students will take high stakes tests without even knowing they are doing it. They’ll be asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers will make it look like a game. The results will still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

On “Competency-Based Education” ….and B.F. Skinner:

Parents, here’s the moral of the story: if you want your child “constantly interacting” with whatever corporate testing company your state has contracted with, and if you trust that company to be your child’s teacher, then by all means, CBE is for you.

And then a general rant from a couple of years ago – with good links. 

Dr. Kentaro Toyama, an associate professor at the University of Michigan’s School of Information, once believed that technology in the classroom could solve the problems of modern urban education. No Luddite, he had received his Ph.D. in computer science from Yale and had moved to India in 2004 to help found a new research lab for Microsoft; while there, he became interested in how computers, mobile phones and other technologies could help educate India’s billion-plus population.

Rather than finding a digital educational cure, he came to understand what he calls technology’s “Law of Amplification”: technology could help education where it’s already doing well, but it does little for mediocre educational systems. Worse, in dysfunctional schools, it “can cause outright harm.” He added: “Unfortunately, there is no technological fix…more technology only magnifies socioeconomic disparities, and the only way to avoid that is non-technological.”

From Ed Week:

What this discussion boils down to is a concern about student learning and a skepticism regarding the idea that technology is always necessary or appropriate. New tech tools might promote engagement, but students might also enjoy colorful pens and giant pieces of chart paper as a change of pace in environments that are proudly, and rigidly, paperless. Virtual discussion boards might be crucial for drawing out introverted students; they might also give students permission to sit back and type canned responses.

In his 2003 book The Flickering Mind, author Todd Oppenheimer argued that education technology had failed in its promise to transform education and that it may paradoxically impede learning. Oppenheimer, a journalist who visited a range of schools and institutions in the United States to examine how technology was shaping education, found that educators often conflated sleek but content-thin presentations with evidence of deep learning.

Educators also erroneously assumed that the use of tools like PowerPoint counted as relevant skill-building for the workplace. Oppenheimer suggests in the book that students are more likely to prosper if they develop “strong values and work habits,” and master “the art of discussion.”

 

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First day, last day, another day.

The first day of school: one a senior, the other in eighth grade.

Keep in mind that there are three others out there, doing their own thing. One film editing in New York City, the other analyzing data, writing, being married and caring for his own schoolboy in South Carolina, and another getting ready to begin her third year of law school. Having them out there impacts a parent’s perspective.

Every day is a first day, a last day, another day.

Here in this place, the senior drove off around seven in his Miata, the car he bought last spring with his own money that he’d earned at his own job bagging groceries. It’s been a nerve-wracking few months for me, because the Miata is a manual transmission. I first had to teach him how to drive it, and then I had to wait every time he drove off in it, praying that he would be able to navigate the dreaded hills without stalling and causing havoc. Waiting until the time I’d estimate it would take him to reach his destination, assuming that if the phone had not rung yet, it was fine, and just to be sure, checking online traffic maps for red spots and other signs of crashes.

After some months of this, I was not as nervous as I was this time last year, when he drove off to school (in another car) for the very first time – in a driving rain, as I recall. But I still couldn’t relax for those first twenty minutes or so and I still checked the online maps.

And here it is, 10:24 am – I think it’s okay to let down my guard now. Until, of course, from about 3:15-4.

But there he is, I’m assuming, beginning that senior year of high school. There have been big changes in his Catholic high school this year, and I am hoping they are for the better. It’s been an okay experience – not great, by any means, but the faculty line-up for his senior year classes looks good, and is, surprisingly, mostly male. Which is good for a kid who’s basically grown up without a dad on this earth.

(And for college? We’re not uptight about it. He’s got a path mapped out and is ready to take it. It’s his, and not for me writing about.)

The eighth grader was mostly ready to return to the school in which he attended 6th grade. (To quickly review for newcomers: Catholic school, PK-1st grade. Homeschool 2nd-5th grade. Different Catholic school 6th grade. Homeschool 7th grade. Reasons? Discussed in many places on this blog before but essentially: a smart kid who has been capable of so much more than the typical worksheet (and now Chromebook) routine of most schools, and a mom with the means and freedom to facilitate that. For the latest iteration, starting in 6th grade? Sort of the same. A desire to go to school, but a disappointing experience. We’re confident, or at least very hopeful, that things have turned around, discipline issues have been resolved and holistic, undistracted learning is going to be the focus.)

I’m sitting here – relieved. For the moment, relieved to have the burden of anyone’s learning on my shoulders.

As I have written before, the discernment framework that helped me make the decision to homeschool a few years ago was this: Every choice entails some type of aggravation and stress. What aggravation do you choose?

It’s probably backwards from the process others employ, which undoubtedly focuses on the positive: What’s best? What’s going to bring the most happiness? What’s going to be the least stressful?

If that’s your angle, go for it. I’ve just found it to be more helpful and realistic to admit the reality of difficulty and challenges. Basically: every element of life involves some pain – which can you accept? Which kind of stress, pain and aggravation is going to stand in the way of growth less than other limitations?

So, in deciding to homeschool, I basically decided that the stress of guiding my kids’ learning and feeling more or less constantly inadequate to the task was more acceptable – at that moment – than being constantly enraged and frustrated about what was going on – or not going on – in the classroom.

So now, where are we? This wasn’t a problematic decision. High school has been fine, and just what that kid needed on a number of levels. He doesn’t need high-stress super accelerated learning. He needs mostly what he’s experienced. And there’s no reason to change that, not least because…it’s good to have someone else teach you calculus.

The eighth grader is ready to return to school for a year. (At this point, we are planning on road/homeschooling high school) He’s maintained friendships with the boys in the class (thanks, Fortnite!) and I do think the administration of this school is focused and realistic about what middle school kids need now in a way that wasn’t the case before. We’ll see. Between that and his music – three types of keyboard lessons (regular piano, jazz and pipe organ) – he’ll be busy.

And me?

I’m mostly sitting here kind of in shock. I’m already regretting some of the daytrips we’ve not been able to work in, even after years of me saying, this month, we’re going to…., I’m irritated that the senior English curriculum doesn’t seem to have a Shakespeare play in it (yet – I hope that will change), I’m looking at the clock wondering when to start worrying about the drive back from school, I’m waiting for the dryer to stop, waiting for Law School daughter to drop by, and mostly looking at a very, very, very blank page.

A first day, a last day, another day.

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Random Japan I here.  I’ll have a big wrap up post on Friday, probably, with a post on food coming tomorrow, I hope. 

Where are the modest clothes? Why is everything so trashy? Where can I find a skirt that goes past mid-thigh but also doesn’t trail on the ground? It’s the parent’s cry – heck, it’s the woman’s cry.

Well, here’s your answer:

Go to Japan.

Skirt length is something on my radar not so much for myself , but more for my 20-something law-school daughter. I’m always on the lookout for clothes for her, and a few hours into our Japan trip, I texted her (still amazed that you can do that…) and said, “Longer hems are definitely the norm here. I’ll find you something, easily.”

And it was the norm: out and about in every day life, I saw Japanese women and girls wearing slacks, skirts and dresses with hems knee-length or longer – including school uniforms – and well, kimonos. No shorts except on children and no mini skirts except for that very early morning in Kyoto when we went to a 7 am Mass and passed many clusters of young people who clearly were clearly not getting an early start to their days, but were rather winding up their Saturday nights.  No long skirts there.

Yes, we were in these cities mostly during the work week. We weren’t at the beach or at Tokyo Disney, where the dress code was probably closer to what you’d see here. But yes – if you want longer hems and higher necklines? Japan seems to be your spot.

So I did pick up several skirts for my daughter, judging the size the best I could, and telling her when I handed her the bags upon our return that she was under no obligation to like them or keep them (they weren’t expensive – I paid maybe an average of $15/each at various stores, including Uniqlo), that I wasn’t going to check up on her or ask her. At least one of them fit, though, and looked good when I saw her in it.

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That woman in the center? That was the norm. 

And of course, you do have that cosplay/infantile angle, as well:

IMG_2023 - Copy

Now, kimonos:

Shrines and temples are an important aspect of the fabric of Japanese life, and what I’m guessing is that wearing a kimono is a way to experience that historical and spiritual connection more deeply. For there are loads of kimono-wearing women and some men at shrines and temples and, because these sites are always surrounded by shops and food stalls, there, too. When were in Kyoto, I did see women in kimonos away from the shrines, shopping, but I don’t know if they were dressed that way just because or if they’d been at a shrine earlier in the day.

And yes, a few of them are probably tourists who’ve rented them – there are loads of kimono rental outfits around the historic sites. No, I wasn’t tempted. That would be stupid – I’m not Japanese – cultural appropriation! –  and they look insanely uncomfortable: cumbersome, hot and with narrow skirts and wooden thong sandals, shuffling and clopping along? Nope.

Which brings us (somehow) to…shopping.

  • I’m hardly ever overwhelmed by anything anymore, but I must say that the level of commerce and devotion to shopping I was constantly encountering was astonishing to me. I wondered if I were being stereotypical in my judgment until I read – somewhere – a blog post from a Japanese fellow joking that for his people, shopping was secondly only to sleeping for a favorite pastime. If we’re not snoring, we’re shopping, he wrote.
  • I mean – I’ve been in big cities. This is America, right? Driving down the road past mall after strip after strip? Sure. But this was at a whole other level. It’s hard to explain. Multi-level department stores or shopping malls everywhere, joined together by either covered shopping arcades above ground or endless underground shopping streets. I kept thinking: Aren’t Japanese apartments and houses pretty small? Where do they put everything that they’re buying?
  • I still haven’t figured that out.
  • I was reading an article the other day about the closing of something in Manhattan – maybe Lord & Taylor – and one of the experts said that there’s no place for department stores in big cities anymore. Well, tell that to the Japanese. They’d laugh at you as they waved from the escalator going up yet one more floor.

I didn’t photograph a lot of stores/shops – it just never occurs to me to do so. But a couple of things:

These are school bags. Remember to convert to USD, drop two zeroes. So yeah. A thousand bucks. They were Kate Spade. And we saw a lot of these. I guess they are the thing this year. 

In the electronics stores, there were loads of these: electronic dictionary/translators. I am assuming they are a necessity for school. So many. 

And then:

  • Gaming: Many, many gaming arcades, everywhere (Tokyo, Kyoto and Osaka where our locations – can’t speak outside of those areas). We ventured inside a huge one in Osaka called Round 1. Six floors.  And it was just down the block from another multi-level gaming center. Many arcades are owned by video game companies (like Sega) that use them to test new concepts.
  • A quick glance at these places shows all the usual types of games, with some that seem to have particular Japanese appeal: drum games, some games where you tap lights in front of you in response to prompts on screen – experts can do this amazingly fast and draw crowds, photo booths with all kinds of themes, and, of course, claw or crane games.
  • Should you even call it a “game?” I don’t know. All I know is that every arcade featured dozens of crane/claw machines, ranging from those for small figurines to those where you attempt to grab a mega-container of Pringles – or something bigger. It was insane. While I was waiting for the boys, I stood and watched one little girl feed coin after coin (I’m assuming 100-yen, which is about a dollar)  into a machine, after a pretty good-sized stuffed hedgehog. In the time I watched, she tried fifteen times – and she was still at it as we left.
  • Another popular gaming venue features a pinball-type game called Pachinko. I never saw it in action, but we were constantly passing Pachinko centers as we traveled about on trains or buses.
  • And yes, capsule machines. EVERYWHERE.

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Well, that week sped by. I’d intended to write a post about last weekend, but…I didn’t. Or did I?

Goes through archives. 

Nope.

Well, you can check out an Instagram post here.

(And guys, you know we’re going to JAPAN soon, right? I’ll be posting a ton from there, I’m sure – so if you’re interested, follow!)

(UPDATE, 6/7 11:00 PM – We are leaving for Japan in less than two weeks and I just received notice that because of a new Japanese law related to homesharing, my AirBnB reservation is…sketchy. More later, but let’s just say that AirBnB is handling this well, and….it will all be okay. It will all be okay….) 

Blog version:

My 13-year old and I spent Thursday night and Friday morning at Auburn University. We didn’t need to be there Thursday night, but if we hadn’t gone down then – we would have had to rise at 5 or so in order to arrive on time for his event. So I used some points and we just stayed in the area.

The reason? The Alabama State Music Teacher’s annual convention and workshops. In the world of student musicians, as with everything else these days, competition is a part of life, and my son did well enough in the state level of competition to be invited to play in a master class with pianist and music educator Fred Karpoff. 

(Now, the big win would have been coming out on top of the scores and qualifying to play in a recital at the convention. He was a little disappointed that he didn’t qualify for that, but it might have been for the best, considering the rest of the weekend’s obligations. Or not. Because knowing the mess the rest of the weekend was – we’d have been better off just playing and listening to music all weekend. Or would we have? You just never know, because you learn something valuable everywhere. That’s not just a platitude. Okay, it might be a platitude, but it’s not just a platitude. Because it’s true.)

It was a good experience, and we’re grateful to M’s teacher for helping him hone his playing to this point.

— 2 —

That other activity for the weekend was….

….well…

Now that I think about it, I understand why I didn’t just sit myself down and churn out a post about this on Sunday night or Monday morning. I am still not quite sure what to say about it. Well, I know what I want to say about it, but I am not sure if I should or not.

What was it? The National History Bee. M had competed last year with his school and qualified for nationals, and we went. This year, he competed as a homeschooler, qualified for nationals at the regional competition, and so..we went. I held off registering until about two weeks before the competition because I didn’t know how the piano thing was going to work out – that is, if he “won” there and had a chance to perform at the recital, yeah, buddy – you’re doing that.

And honestly, having been through the national competition last year, I was indifferent to whether he went this year. Competing in the regionals was fine – it was here in Birmingham in February, I think, and preparing for it gave shape to his homeschool history work. As in I could say, “Go study for the history bee” and call it a day.

But he wanted to do it, and when the way cleared, he asked if we could go ahead and register. Sure.

I really don’t want to rehash the whole weekend, and it was no more than 24 hours out of my life, and we did get to see my daughter who’d doing an internship in Atlanta this summer, so that’s all fine and good.

But – wow.

What a mess this was.

I mean – a total, absolute train wreck. Even my daughter, who has done her share of debate tournaments, athletic events, theater events, sorority events and everything else a very active young person might do said, “I’ve been to some disorganized events – but nothing like this.”

Whatever the outfit is that puts this on is nowhere near as established as those that sponsor the National Spelling Bee or the National Geographic (duh) Bee. I am not even sure who they are or what they’re about, really.

But it was a terrible mess. You can check out their Facebook page to see some of the complaints. 

The structure was: Qualifying rounds plus a scantron exam on Friday, the total score of which would determine the top 256 who would then start off Saturday morning, and then to the Quarterfinals and so on.

My son did the written exam first and by the time he got to his first buzzer round, they were already running 45 minutes behind. The rounds were scattered in rooms around the hotel, with no notice on doors as to which round was happening. The qualifying results were supposed to be posted between 7-8 on Friday night. They didn’t go up (online) until 10:30. Then a new, adjusted version went up at 6:30 am Saturday, with some significant changes. My son had qualified to move on, but by the Saturday morning count – which no one knew was coming – he’d dropped about twenty places. Still qualified, but not everyone had that same experience. Some kids went to bed Friday night thinking they’d qualified, then woke up Saturday finding that they’d been dropped beyond the cutoff. Other kids had the opposite experience – they went to bed thinking they’d not qualified, revised rankings bumped them up – but they had no idea.

The Saturday morning qualifying round that my son was a part of was….one hour late in starting. Because they couldn’t locate the correct list of what kids were supposed to be in that room. Finally, a frazzled judge came in and said, “Screw it! We’ll just do it anyway – tell me your names.”

So yeah. It was pretty bad. I feel terrible for people who came from a distance and spent money to get there for this fairly miserable experience. My main inconvenience was that I hadn’t made hotel reservations for Friday not – reasoning that if my son didn’t qualify for the Saturday rounds, we could just go home.

There was no running tally during the competition, but having sat in on all the buzzer rounds, I felt pretty confident he’d qualified – especially considering that in most of the rounds, about a third of the kids got zero points, consistently, and M always got at least one – 256 was about the top 2/3 of competitors, I figured we were safe.

But I wasn’t sure, so I thought – well, if we find out between 7-8, that’s fine. With the time zone change, even if we leave Atlanta at 8, that’s like leaving at 7 our time, and we’re home by 9. No problem.

So we sat in the hotel lobby and waited for those rankings. And waited. And waited. Until finally, about 9pm, I gave up, said – we’re staying no matter what happens – and got a room.

But really – if I’d been one of those other families, coming from New York or Minnesota or California – and endured this? I would have no mind left, having given event staff so many pieces of it at that point.

This stuff is not my cup of tea anyway, of course. Competition can be helpful in pushing us forward in anything. I’m not saying it’s not. But there’s a definite academic competition subculture, immersion in which does little to encourage authentic learning or wisdom. My son does enjoy the competition, though – not enough to give much of his day over to studying, that’s true, and certainly not to Master Lord of History Trivia Level  – but if it spurs him on to do a bit of extra reading, that’s fine.

But take this as a warning. If you ever hear about this competition and contemplate having your school participate – think twice. Really. Maybe even think three times. This was jaw-droppingly inept. I can’t and won’t ascribe any motivations to anyone. All I know was what we and hundreds of others experienced – and it was unprofessional and honestly, an injustice to participants.

— 3 —

We arrived back home early Saturday afternoon, having processed The Defeat (he missed getting to the quarterfinals by one question, but honestly – we were glad to be out of there), rested a bit, and then with brother (who’d stayed home by himself because he’s a Working Man) headed downtown to watch the filming of scenes from a movie called LiveIt stars Aaron Eckhart, whom my sons know as Harvey Dent from some Batman movie but I know from Neil Labute movies. I enjoy watching movies being filmed – for short periods of time, since there is a lot of waiting…- it’s just interesting to see all the moving parts.

Then Sunday: the boys served at Corpus Christi Mass at the convent, and Sunday evening, we walked over the hill right across the road from our house for some relaxing summer jazz. A pretty busy first weekend of our summer….

Photos from the weekend:

— 4 —

Thanks, Magical Birth Canal!

This was my favorite thing this week, from Canadian pro-life group Choice 4 2:

— 5 —

Here’s a 130-year old truth bomb for you:

 

— 6 —

Oh, oh, oh – this.

Remember last week when I told you about our lovely Nature Moments with Baby Birds? So sweet! So picturesque! So…nature-y!

Oh, well:

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It happened at some point Sunday night or very early Monday morning. We saw them Sunday night, and then when I went out the next morning – all I saw was the nest on the ground and a scattering of feathers – and a couple legs (which were gone by the time I took this photo the next day). I’m assuming it was hawks. So yes – very nature-y. Serious, blunt force nature.

Here’s the odd thing, though.

The parents stuck around. It was pretty sad when I discovered the carnage on Monday morning – both parents were flying around, landing on the branches and cables nearby, squawking and chirping loudly – warning me, calling the babies, wondering where the heck did they go? 

The next day – they were still there.

Also the next day, our yard guys came and for some reason, they set the nest (which I’d left on the patio, intending to take in later) back up on the drain pipe.

Wednesday when I went out to catch some rays – the parents were still there. And what were they doing? Flying back and forth with grass and twigs to the nest.

Are they going to try it again? Do birds do that?

I’ll let you know….

 

— 7 —

 Coming in July:amy_welborn9

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Signs and symbols…Bible stories…saints, heroes and history. 

More book reminders (for those who only come here on Fridays) – I’ve made How to Get the Most Out of the Eucharist available as a free pdf here. 

(One of several free ebooks I have available)

And don’t forget Son #2’s Amazon author page and personal author page.  

He’s released his second set of stories, which are science fiction-y in nature. 

For more Quick Takes, visit This Ain’t the Lyceum!

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— 1 —

All right – first things first. As in…my things. 

I was in Living Faith on Monday – here’s the link. Look for an entry next Wednesday, as well.

Also check out Instagram this weekend – there’s a road trip happening.

The cover for my next book is up for viewing at the Loyola Press site!

Coming July: The Loyola Kids Book of Signs and Symbols.

amy_welborn9

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Signs and symbols…Bible stories…saints, heroes and history. 

It’s a series of books with which I’m very pleased – due in no small part to stellar design and artwork, for which I can take no credit. Please check out the whole series here and consider gifting it to your local Catholic school, parish – or even public library!

— 2 —

The most comforting thing I read this week was from Graham Greene’s preface to a collection of his stories. He wrote:

I would like too to explain the digging up from a magazine of the twenties of a detective story, “Murder for the Wrong Reason” Reading it more than sixty years later, I found that I couldn’t detect the murderer before he was disclosed. 

— 3 —

I found it comforting because this week I noticed that book to which I was allegedly a contributor was being published this summer. I had no recollection of this essay, but a quick search through my files revealed that yes, I had written said essay in March of 2017, sent it in and even invoiced for it. Once I reread the piece, I did, indeed recall it in detail, but there were those few moments before that in which you’d asked me out of the blue, Hey , what about that essay you wrote for the Living Faith collection? I would have stared at you…blankly. Granted, there’s a big difference between a sixty-year memory glitch and..well…one year. But still. I’ll take that small comfort, if allowed.

To be published in mid-June: 

PDF sample available here, and here’s the Table of Contents. With my name in it, indeed.

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— 4 —

More book news (for those who only come here on Fridays) – I’ve made How to Get the Most Out of the Eucharist available as a free pdf here. 

(One of several free ebooks I have available)

And don’t forget Son #2’s Amazon author page and personal author page. 

— 5 —

Moving on….

Very interesting: “How I got the BBC to apologise for misrepresenting my Jesuit ancestor.”

It was in these dangerous circumstances that Fr Gerard, a tall and dashing young Jesuit, landed by night on the Norfolk coast, shortly after the defeat of the Spanish Armada, when anti-Catholic feelings were at a high. Disguising himself first as a falconer and then as a country gentlemen, he met contacts in Norwich who introduced him to a network of Catholic sympathisers across Norfolk and nearby counties.

Moving from one country house to another, Fr Gerard managed to persuade their owners, at substantial risk to themselves, to use their houses as centres for building local Catholic communities. In the process he made numerous converts to the faith, at least 30 of whom subsequently became priests themselves….

….

After three years Fr Gerard was moved to the Tower of London where he was further interrogated and badly tortured. But despite being weakened by imprisonment and ill treatment, he engineered a daring and ingenious escape across the moat, listed by Time magazine as one of the 10 greatest prison escapes in history. Somehow he managed to resume his activities and continue his mission for another eight years, until he was forced to leave the country in the aftermath of the Gunpowder Plot.

As a priest, he knew several of the plotters and was quite close to at least one of them, whom he had converted to Catholicism. Robert Cecil, James I’s spymaster and principal adviser, wanted to pin the blame for the Gunpowder Plot on the Jesuits and on John Gerard in particular, whose earlier escape from the Tower had not been forgotten.

But despite extreme methods, Cecil was unable to extract any credible evidence against Fr Gerard. Under interrogation and in one case torture, the two surviving plotters “admitted” that he had said Mass for them after their first meeting, but both firmly insisted that he had no knowledge of the plot itself. Another of the plotters wrote that they had deliberately kept him in the dark, because they knew he was opposed to violence and would have talked them out of it….

…He has been an inspiration to members of my family for hundreds of years and it came as a shock to see him featured in the BBC historical drama Gunpowder, clearly represented as being “in on the plot”. The characterisation of Fr Gerard was so far removed from all historical accounts that I believed it could only have been a deliberate misrepresentation.  More

— 6 —

And this:

Obianuju Ekeocha, the founder of Culture of Life Africa, has written an open letter to MPs ahead of a Westminster Hall debate tomorrow on “Access to reproductive rights around the world”.

In the letter, sent by SPUC, Ms Ekeocha, author of Target Africa, takes issue with the premise of the debate being sponsored by Stella Creasy, Labour MP for Walthamstow, saying it confirms the reality that the UK has become a “lead neocolonial master.”

Reproductive rights?

In the letter, Ms Ekeocha explains that although her country, Nigeria, is now independent of British colonial rule, “in recent years, we are noticing the footprints of the United Kingdom all over Africa as they have become one of the most enthusiastic western proponents of so-called ‘reproductive rights’, a concept that is seen and understood all across Africa as abortion, contraception, sterilisation and graphic (age-inappropriate) sexuality education.”

Funding illegal abortion

She points out that about 80 per cent of the African countries have continued to resist and reject the notion that abortion should be legal, and that it is “an idea that is incompatible with our culture which teaches us that every human being carries bloodlines of clans and families that are never to be forgotten and that our lives begin right from our mothers’ womb.”

We find “organizations like Marie Stopes International, International Planned Parenthood Federation and IPAS…running expensive lobbying campaigns at our parliaments to legalize abortion even against the will of the people,” she continues. “And when we investigate, we find out that some of these organizations are performing illegal abortions in African countries where abortion is not legal.”

 

— 7 —

Great news for Catholic education in Birmingham – one of our already excellent Catholic schools is taking it up a notch and going classical – in other words, thinking with the mind of the Church on education. 

For more Quick Takes, visit This Ain’t the Lyceum!

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By far the dumbest thing in my life this past year – in a life full of fairly dumb things – has been my aggravation about  stupid Trini Salgado and her stupid camiseta. 

(Waits for readers to do a search….and return, scratching heads.)

As you might remember, I have a 13-year old who homeschools off and on, and if we were going to pin him down to a grade, we’d say he’s in 7th grade. He’s very interested in Central and South American history and culture, so this year, we’ve gotten more intentional about Spanish.

I spent some time last summer searching for a curriculum. I knew he would probably be going back to brick and mortar school for 8th grade, and I knew that the school he’d be going to teaches high school Spanish 1 over the course of 7th and 8th grade – so if we got through half of a Spanish I curriculum, we’d be good.

But what to pick? I do not, for the life of me, know why I didn’t just wait for the Spanish avencemos4teacher to tell me what she would be doing for the year (I knew they were changing) and then track with that. But I didn’t. I went ahead and splurged for a curriculum that is school-oriented, but used by homeschoolers as well. It’s called Avencamos! (Let’s keep going!) and it’s published by Holt.

Tomorrow I’ll be posting  about the curriculum itself and thoughts prompted by it as well as some other recent curriculum adventures, but even without that, this post will make some sense.

One of the many, many many elements of this curriculum are videos. Each unit is centered on a particular Spanish-speaking area – it begins with Miami, then moves to Puerto Rico, Mexico (Puebla! – where we just were!), Spain (Madrid! Where we’ve been!) , Ecuador, etc.

Each video features a different teenaged boy and girl, going about their community, using the unit’s vocabulary and grammar lessons. They are what you expect – mostly wooden acting and a little weirdness that can be, at times, highly entertaining. Mi mochila! And ¿DONDE ESTA MI CUADERNO? have already become standard elements of household conversation.  Oh, as well as a harsh, “No. Gracias,” uttered through gritted teeth which the very rude girl in the Madrid saga says repeatedly to a shopkeeper who’s only trying to show her las ropas, for pete’s sake! That’s my favorite. Maribel = me.

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Some verge on the surreal. Come to think of it, wouldn’t that be a good idea? To produce totally surreal, bizarre language instructional videos?

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Okay. So here’s the dumb, ingenious thread that runs through all of these videos that has obsessed me these past months – for some reason, all of these kids in these different countries around the globe are trying to see or get an autograph from a female soccer player named Trini Salgado. Some of them are connected – I think they’re trying to get Trini’s autograph for Alicia, who lives in Miami. I think. But they’re always thwarted in the quest – they get the wrong time that Trini’s appearing, they lose the jersey they want autographed, they get the autograph and Papa throws it in the laundry and it washes off.

The weirdest thing about it to me is that each little unit of videos ends in a absolutely unresolved way. In the Mexican set, the boy and girl go to his cousin’s house to retrieve the damn jersey and they’re scared off by a perro grande. They run off – and let’s go to Puerto Rico now!

What? Are you kidding me? You’re really going to leave me hanging like this?

You’d think – you’d think – that the whole situation would eventually get resolved. I thought they’d have some big global gathering feting Trini, everyone speaking Spanish in their various dialects and eating their varied foods.

But no.

Spoiler alert (I checked) – the last unit ends in just as unsatisfying a way as the others.

No one ever gets Trini’s autograph!

Those are some dark-hearted textbook writers there.

If you poke around, you find that kids have had some fun with this – there are a couple of Trini Salgado Twitter accounts, an Avencemos Memes account,  many mentions of are you kidding me, do they ever meet Trini – wait is Trini Salgado not a real person? and some class-made videos that play with eternally-frustrated yearning to get Trini’s autograph.

But here’s why I’m writing about this:

Once more, we run into the power of the story. Each set of videos runs about 6 minutes total, the acting is mostly terrible, and they’re mostly silly, but dang it if they didn’t leave me mad as heck that I wasn’t going to see what happened??

What is it? Isn’t it one of the most fascinating aspects of human life – that we can get so caught up in the the travails of imaginary characters, of situations that aren’t really happening in the real world? We can be wrecked by Lost, so content to settle into the world of Mad Men once a week, root for someone in the world of The Sopranos or Breaking Bad to follow the moral compass we know is buried deep inside there.

These aren’t real people. This is not really happening. I should not care. 

But I do.

It’s a promise of something good and true – and a warning. First the warning, which is about how easily it is for us to be caught up and manipulated simply by an engaging, compelling narrative. Authoritarians and abusers sense this and use it in varied ways: by constructing an epic narrative of identity, revolution, progress or restoration that flatters us, engages us and pulls us in or by simply weaving a tale that justifies and excuses and sounds good but is really just a lie. Marketers – whether they’re marketing products or themselves as personalities – know this and work hard to try to make us feel connected to their personal stories and daily adventures. Another self-serving lie.

Now the good part: The power of the story – even the insanely dumb story – tells us that our lives have a structure, meaning, purpose and direction. We’re pulled into the story because we know we are in the midst of a story ourselves. The challenge is to find and live in the true story – which, by the way – actually has an ending. And, I’m told, a pretty good one.

The only reason i took spanish 2 was to find out if they ever get the jersey signed by Trini Salgado 😂

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