Wittgenstein/Makarenko

The personal story of Wittgenstein resonated with the theory of white privilege introduced to me in one of my courses. The article states that he divested himself of his enormous family fortune and was inspired by Tolstoy, who actually ploughed the field by himself and went into novel writing en plein air. So, he can serve as a real example of getting rid of his privileges; that is a bit contradictory with his own statement about no sense to the ethics and religion--non-materialistic concepts. Wittgenstein got rid of the materialistic things to pursue teaching of the poor and living with the poor. He followed the non-sense path according to his early line of thought.

The other contradiction that struck me was his humanity on the one hand and corporal punishment on the other.  Somehow, Makarenko comes to mind, who wrote a lot about appraisal and punishment. In his books, he took a strong stance against corporal punishment; even though there are debates about several incidents, but most scholars still believe that he was advocating for prevention rather than punishment. Dealing with difficult youth, Makarenko was criticized for a close to military discipline, use of labour as a main pedagogical technique; his collective pedagogy might not be in line with the modern thought. All of that leaves me wondering if the teaching shall differ with different audience.

In times of Makarenko, there was no ADHD diagnosis, so maybe he dealt with the youth using pedagogical rather than medicinal tools. Is ADHD just another way to make money, to label, to marginalize? I guess, his works might need re-reading and re-thinking.

BLOG 5

     “The perfect word isn’t always the prettiest or the most pretentious”, “you’ll learn what it means to be truly selective when it comes to choosing the right word to represent life as it is, or at least as you want it to be”. This sounds to be an ideal situation for most of the writers. By using the most correct words, both functionally and meaningfully, you are able to express the exact idea you’d like to present. Even to a native speaker, it is no easy task, not to mention how tough it could be to second language learners. Especially when the second language doesn't share the same linguistic features with the first language. I know lots of Chinese English learners, when they start to write articles in English, they first write it in Chinese then translate it into English. Problems are that 1) the word orders are different in composing a sentence. There is a word “Chinglish” to show the Chinese ways of using English. It is grammatically correct, but natives don’t speak that way; 2) it’s hardly to match each Chinese word with a corresponding English version, thus it would be more difficult to choose the right words. I agree that by receiving more native-like-expression-input could help to build awareness of using more “correct” language. Obviously, output is far more difficult than input, but when input accumulates to a certain degree, it would be much easier to output naturally.

Blog # 5 plannable curriculum

 Referring to curriculum, the planning and developing of it seems to be an ambiguous task, as it can be planed or lived, which can be the inter between position. The theory from Homi Bhabha about “third space” can be applied in almost any field, and this theory, in fact, is quite cater to the Chinese philosophy of neutral. In some field, there is actually no absolute right or wrong answer, or there is no complete agree or disagree. Our presentation last session also gave some thoughts on the debate. What our intention about agree or disagree is not right in that there is alway inter between position with any point, theory. The designing of curriculum on Language and culture is alway controversial. The critics from many position complain the inappropriateness and impracticality of it. All the reading and the learning in this course shows that there is no absolute solution to some issue, particularly, the development and design of the curriculum. This is what I get from this course so far. All the scholars and educators are complaining about the curriculums, but what if they are put into the position of designing the curriculums. I assume that the result is the same, still more complaints. As being said, the right way of treating curriculum is to make it plannable with unplanned possibilities. 

Blog 8- Kassa Valz (Essay writing: Is there a gap between high school essay writing and university essay writing?)

There has been a new app that helps university students formulate essays to the standards which professors are looking for in a paper. There has been a gap between high school essay writing and that of academic writing in higher education. I can personally attest to this concern, when I first started my undergraduate degree the differences between what I learnt in high school and what was required in university was drastically different, I struggled greatly in my first year of university. It was noted that many professors think students lacked critical engagement with their paper; professors want an argument or something within the paper to develop logically. Students need to be able to convince professors when writing an essay.  However, it seemed that there wasn’t much critical discourse in essay papers; rather students were simply summarizing topics and themes discussed without much debate. 

It was quite concerning to hear on the radio today that a tenured professor was not surprised with the prevalence of university students not being able to write a proper essay. Some 60 % of all university students have to write some form of argumentative essay and apparently there are vast amounts of evidence which suggest students are ill equipped in doing so. The proposed app (essayjack.com) provides a framework for students to write essays, the app provides tips and prompts that guides students through the different features of an academic essay. 

The university of Ottawa M.Ed. program has an extended course which focuses on academic writing; the course had a component which is setup as a writing workshop to help students improved their academic writing as the moved through the program.  Should all universities have a preparation or writing workshop/course for newly entering undergraduate students or master’s students entering a new field of study? Does anyone disagree that there is a gap between high school essay writing and university essay writing? If you do what are some possible solution? Is an app like “Essayjack” a good idea or does it take away from critical thought and places emphasis on simply typing things into a template?

References:

CBC Radio 1, Ottawa Morning “essay app”, February 29, 2016

http://www.cbc.ca/player/play/2684557204

Blog#6 minority groups in Canada

The topic of immigrants, refugees, aboriginals and linguistic minorities in Canada, in my opinion, is really thought provoking. Samuel and Carl’s statement that "the same treatment is not equal treatment" impressed me. These groups of students are ‘ unique’ because they have their own culture, identity, and language that are of great importance to be valued by both teachers and policy makers. Improper guidance in classroom may contribute to negative learning if teachers are not sufficient equipped with understanding to their culture. Therefore, questions like ‘ how to accommodate these groups of students in language classroom’, ‘ how to improve the class management as well as arrangement involving their special characteristics’ and ‘ how to persist their identity during learning process’ are important for teachers to think about. 

Blog 5                                                                                                    Bilqees Shabbir

Group Presentations is like blending colors

             The most exciting activity during the M.Ed. at the University of Ottawa and definitely the most challenging one has been ‘The Group Presentations’.  Exciting, because the outcome was never what I had expected, not in terms of grades but the collective efforts, and challenging because of the diversity of working styles, attitudes, aptitudes, and temperaments etc. It was a different experience every time and was a symbol of our multiple identities, different choices and preferences and cultural backgrounds.

The final product was always very much like a blend of different colors of paints in which there were ‘violent reds’ and ‘delicious whites’ tones, all half-blended, with bright tones bleeding out and around the canvas and lighter tones still struggling to compromise and create an impression in the big painting.

In a Canadian perspective, it was a very true picture of the society based on compromises, smiles, giving space and creating space, trying to contribute to bringing forward a presentable picture of a civilized, groomed, caring nation, which would definitely take time but is a living reality.

Perspectives of Blogging

Hi All,

My view about blogging has changed ever since I took a technology course this semester. During my computer science degree I had a very vague view about blogging. I never thought that blogging can be so creative. Maybe because I always used those technology related blogs where only technology issues are discussed and nothing more. Frankly speaking I never thought that people can earn through blogging too. I wonder why my knowledge about blogging was so limited and vague??  What do you think about blogging?
Check out these videos about blogging and let me know your views about blogging.

The jargon of internet blogging is also changing. I just learnt this cool term called "Ego Bloggers".

Look how blogging can help your idea to flourish around the world.

Blog entry #7 - Unplanned classroom moments

This week in my Curriculum, Culture and Language class, we analyzed an article called "Paleographies of Aokian Discourse" and discussed the idea that "being in the wrong place" can serve as a foundation for creativity and "generative possibilities" (Palulis, 2014). 

As a teacher, I spend hours each week planning activities for my classes. Sometimes an activity goes much better than planned and I have the opportunity to just run with it. However, even though I'm happy that my students are engaged, a part of me desires to just wrap things up in order to get back on the lesson plan schedule. 

Ultimately, I reckon that it is during these unplanned moments that "letting go" is best. Learning to embrace unfamiliar classroom territory allows our class to construct and flourish. In the end, the "wrong place" is so often an unexpected gift.

Blog entry #6 - Online courses

I've noticed that more and more post-secondary institutions in Canada are offering an increasing number of online courses.

If I remember correctly, my Learning in Adulthood professor, Maurice Taylor, stated that online and blended and classes will make up the majority of courses that the University of Ottawa offers in the not-so-distant future.

While I selected a few hybrid graduate courses, the overwhelming majority of my classes have taken place in-person. If I could do this degree differently, I think that enrolling in several online courses would have been a wise choice.

I'm sure that I'll teach a course that is entirely online at some point in the future. I see many jobs advertised for online instructors. Acquiring experience as an online student would surely help me relate to my own future online students.

Blog 5: On Academic Divisions, on Counselling and Education

Blog 5:

One thing that I have often thought about over the last two years of my education has been this divide within the faculty between Counselling Psychology (formerly Educational Counselling) and the other more educationally oriented programs. In many Canadian institutions counselling psychology programs were born out of guidance counselling programs, but in most provinces (sauf que la belle province) there was a slow transition from guidance to community and personally-oriented therapy.  That transition is reflected in coursework and in general outcomes: our material is primarily psychological and the outcome is a professional certification that lets us work in many counselling domains (but not schools, unless we came pre-equipped with a B.Ed).

In talking to my counselling colleagues, the general feeling has been a mix, to various degrees, of resentment, confusion, reluctance, and an overwhelming feeling of separateness on this placement within our academic institution. From the very first info-session I attended where we were debriefed independently on our expectations and requirements, it was clear that structurally we were apart. There was confusion as to why we weren’t a counselling program. There was reluctance and resentment at the list of “extended courses in education” of which we would have to complete at least one and up to three, but next to none seemed relevant to our career prospects and trajectory.

In all I have found my degree valuable. I do not (overly) share that resentment towards the faculty. I have sometimes been frustrated with course demands that do not always seem to dovetail with my academic and professional goals, but the things I have learned have for the most part been valuable, but I do finish believing that while a change of faculty may not be necessary, there are pieces of my required education which are not like the others, and may not belong

Blog 4: Academia vs Professional Tasks and Obligations

My personal reflections during the last few months of my academic career have been very forward thinking: what can I do to make this final stretch as manageable (and honestly, bearable) as possible. I have struggled with the balance I have been forced to pivot between academia and workplace readiness. 

Full disclosure: I am no academic. For me tis not a life of journals and articles and meetings and studies. I imagine my feelings are similar to what I’m sure many teachers  feel at the end of their degree(s): whatever theory I learn it is in the hope that I can apply it in a workplace. As a student in a particularly career-focused specialization (counselling), it can be difficult to sit in classes where I feel like the knowledge is wasted, or doesn’t apply to me, or worst of all isn’t even intended for me. At this point I want to carry on into the workplace and learn through experience. 

As such it has been my internship that has provided me with the most learning. Because I have been experiencing this learning concurrently with school work, I think it has highlighted the feeling that I am more willing to do “real work” (read, practical counselling work) than academic work, and most other tasks feel like minutiae and fluff. I struggle to stay engaged, though I try to do my best for my own benefit, sometimes the reminder must be that in two months I will be a certified professional with a valuable education (practically and academically).

blog five keying :)

While I was reading the article “The Life of the Mind: Hannah Arendt on Thinking vs. Knowing and the Crucial Difference between Truth and Meaning”, an old saying came to mind: “read 10,000 books and travel 10,000 miles”, which highlights the importance of applying what we learn from books to our daily life. The word “sense” is repeatedly mentioned in the article, and I think we could not really sense what we learn until we practice it in the real world. There is also a question resulting from the reading that I would like to discuss. I admit that frequently reflecting on our studies, work, and social experiences can help us make improvements in these areas, whereas I wonder whether or not too much thinking can also restrict and impede our decision-making. One of my friends, Lisa (pseudonym), once had an idea to run her own bakery; however, there were many opposite voices about the idea and fears of investment failure among our circle of friends. Lisa’s idea has not yet been applied to practice partly because of thinking of potential business risks. During our last talk she and I both agreed that sometimes too much thinking might keep people in their comfort zones instead of taking risks and exploring any other possibilities of their lives.   

 

ADHD: Not a Real Disease?

As a mental health professional myself, my first reaction was instinctual and guttural, almost a reflex away from the thought that “ADHD doesn’t exist.” The first parallel that came to mind was to the recently topical subject of vaccine-caused autism. ADHD is in the DSM-V, the handbook and ”Bible” of mental health disorders. As such, it exists, from a professional and medical standpoint. Even if it can’t be shown to exist via a series of tests or through medical means, the act of causing distress or disfunction makes things like ADHD very real to those who are forced to manage them. These are things that I’ve learned over my six year education, but I think my M.Ed. has made that understanding much more nuanced.

After I sat with that reaction I saw things that I’m sure I picked up over my last two years of education. First that it can be dangerous to pathologize, and that there are natural remedies and behavioural solutions to what can be very real issues for people, but it can be equally dangerous to avoid that label completely. Some people take solace in having a label and knowing there are others like them, or that there are solutions tailored to them. The second is that people and problems exist on normal curves. When it comes to something like ADD and ADHD, there are people who benefit from different levels and different kinds of help. Sure, maybe yoga can be helpful for someone with ADHD, but maybe it’s not for everyone. There are people out there who can and do benefit from attention deficit medication. 

To sum, I think that what I’ve learned through my master’s is that a critical eye is necessary, both of new views and of your own standing viewpoints. People exist as individuals, and writing off someone’s ADHD as “not real,” or “not needing medication,” is a rash decision. Perhaps meds are being overprescribed, but if we take a strict no medication approach we risk closing a useful door.

blog #4 New pedagogy for Teaching Aboriginal culture

The new pedagogy of teaching which involves a lot of learning through doing, deep observing􀒅singing and dancing etc. reminds me of my previous science classes, which were my favorites. By involving the students and teacher in apprenticeship and mentorship, the relationship between the two parties becomes closer and the atmosphere of the classroom becomes flexible. The dedication from the students is much higher, who would be willing to get engaged in the knowledge they are supposed to learn. The most essential is that I, as a students in the science class, was totally devoted to it without thinking about the grades. By observing, practicing and doing in person, I learned a lot about how to explain the natural certain phenomena. Even the physics and chemistry class, what I liked the most is when the teacher brought some experimental devices to perform in the class or when we went to the lab. The pole course in this article is totally strange to me, but when I read it I was totally engaged and reminds me of my learning experience. This way of instruction really brings good outcomes.

Blog # 3 Plannable / Unplannable curriculum

Referring to curriculum, the planning and developing of it seems to be an ambiguous task, as it can be plannable or unplannable, which can be the inter between position. The theory from Ali Baba about “third space” can be applied in almost any field, and this theory, in fact, is quite cater to the Chinese philosophy of neutral. In some field, there is actually no absolute right or wrong, or there is no complete agree or disagree. Our presentation last session also gave some thoughts on the debate. What our intention about agree or disagree is not right in that there is alway inter between position with any point, theory. The designing of curriculum on Language and culture is alway controversial. The critics from many position complain the inappropriateness and impracticality of it. All the reading and the learning in this course shows that there is no absolute solution to some issue, particularly, the development and design of the curriculum. This is I get from this course so far. All the scholars and educators are complaining about the curriculums, but what if they are put into the position of designing the curriculums. I assume that the result is the same, still more complaints. As being said, the right way of treating curriculum is to make it plannable with unplanned possibilities.

blog 4 keying :)

The author of the article “Academic Assholes and the Circle of Niceness” claims that “I’d rather collaborate than compete and I don’t like confrontation”. His statement drove my memory back to my study periods in schools, when my friends and I usually reviewed what we learnt after school, explained any difficult concepts of the subjects to each other, and encouraged each other to study hard. The manager of my previous workplace always told us that there was no perfect person but a perfect team, so each of us in the team should help and support each other. The strong group cohesion and frequent exchange of ideas and information can both boost the team morale and enrich our social and professional experiences. There is a proverb that “if you have an idea and I have an idea, and we exchange ideas, we each now have two ideas”. Competition cannot be avoided, but that does mean we should make ourselves stand out by means of belittling other people’s achievements. Instead, support from family members, friends, and colleagues are important for us to make improvements.