About my poetry

This one is about me, sitting here and getting more and more excited about the number of public demonstrations against the latest proposals--travesties all!-- for school reform. I listen and watch from a side-balcony, the bay window desktop connection to the world that I have in this second-story apartment in the suburbs.  Can you picture it?  I used to be out in the crowds.  Now I write poetry every day and must decide a path for it.  Publish for real?  Make available on the web?  Save for something?  Read in public?  Give them to Alice? 

Let me explain.

I have an intent to open my closet door and go through the hidden and crumbling boxes to (1) find the poems that I have written most of my life, and (2) rediscover the experience that shaped Alice's thinking.  Alice is the character in my novel.  As yet mostly unwritten, Alice is the novel itself waiting, as Pirandello said, for an author.  I think the author is in the boxes with my selected history of partings.  History of the passion before leaving and of the partings themselves. And about today's wonder: Can I rebuild the burnt bridges to those who peopled my past?

Which brings me back to the poems.  Today I noticed a common theme in what I had thought was random responses to prompts, considered explorations of how I might play with poetic devices if I followed my instincts.  And if I deliberately tried to play.  The theme is separation and return.  Separation and the impossibility of return, snippets of joy in the most vivid of memories until I try to live them backwards and then what?  The poems are grieving though they are not all sad.  They are the painting and the frame of "thinks" to store or to hang, of "thinks" like irrational impressions of something past and let go of, and also present journeys into the past. 

They are not current in a political sense, which surprises me, knowing myself pretty well.  They are surprisingly self-indulgent despite the fact that I have "invited strangers" to narrate.  Why am I surprised?  Read a person's journal and see how they lie.  Read a person's poems and fiction, and learn her deeper secrets and truths.  I have seen that in others and now open to myself.

Just saying.  I thought it was time to let my reader know where I disappeared to.  And that I am happy.

Money and profits

I have never been convinced that throwing money at a problem is the best way to solve it.  Indeed, having a problem to solve is the best way to ask for money.   Funding a study and delaying the application of what we know can be regressive as well as progressive.  That aside, public school administrations throughout the United States have been clamoring about budget deficits which result in the need to (1) lay off professional personnel and (2) give away public schooling.  And they've been persistent enough to convince even me. 

But I am uneasy.  Perhaps the loud howl about money is a diversion?  Am I just a conspiracy theorist from the old left?  My ex-students don't think so; they think I just care too much about everything.  I know we are in a world-wide financial depression.  I also believe that this truth is covering other moves of a regressive nature, and the public education crisis is just the one I am most familiar with.

Here in Philadelphia, the hidden agenda is to destroy powerful unions which really do have the quality of work and the quality of schooling as top concerns.  The last two Superintendents had been very successful at what the state wanted them to do: break the back of public schooling in order to make possible business deals in the profit sector of our economy.  I was astonished that President Obama didn't see this ploy as he turned the heat up from "No child left behind" to "No teacher doing a good job."  I watched my own school aim for higher scores on tests which falsely evaluated the system while teaching children that anything goes if they win and are not caught.  By the time I retired with disability, my heart was as broken as my back was tired.  My mind was as pinched as my spinal chord.  The work atmosphere in my school was at a life-time low. 

Articles like today's "Cash on Hand" at PennLive.com raise different questions:  If there is a monetary surplus within the Pennsylvania budget, why is that not being applied in a way to save public education?  Who and/or what sees privatization as a solution to what they see as problems?  Ample warning has been given that privatizing education breaks the constitutional guarantee of free education for all and builds in automatic privilege for those who make the schools look good.  This is the aspect of testing that has not gotten enough publicity:  Public schools test everyone whereas private schools test those who they wish to include.  Who loses?  Democracy as a whole loses its argument for itself when it goes back to the leaden age of equality for the few.  Class-ism trumps racism.  As James Baldwin noted, long ago: For these are all our children. We will all profit by, or pay for, whatever they become. 


I note that I have a few passive statements above;  my analysis is not complete and my links could be more complete and persuasive.  I hope my readers will correct this deficit in their comments, be they for or against my argument.

 

Brag a little

Check out "Science Reveals Why We Brag So Much" in today's Wall Street Journal.  I had thought the reason for bragging was compensation for self-doubt or for being neglected as a child.  What science revealed, however, is that bragging stimulates pleasure synapses in the brain: "Generally, acts of self disclosure were accompanied by spurts of heightened activity in brain regions belonging to the meso-limbic [sic] dopamine system, which is associated with the sense of reward and satisfaction from food, money or sex."  In other words, we brag because we cannot help it.   The scientists gathered statistics and drew their conclusions by testing whether a person would rather give their thoughts than accept money. 

If I were still in the high school classroom, I would do a study on this.  There it might be more pleasurable for students to succeed in pretending a degree of disinterest in self.  I had to beg students to brag about what they were doing better and what they liked--except for the domineering 3 or 4 students per class who were the disciplinary challenge.  Those loud few seemed to enjoy hearing the sounds of their own voices and even silencing others.  The few were bragging, for sure, but the self-disclosure was often inappropriate to the classroom and to the activity.  However, there was always a small audience to entertain, a few who enjoyed and approved the interruptions. To me, the behavior--whether they could help it or not--seemed like a love of power rather than a love of bragging.

How would offering monetary awards for  "bragging" or for not bragging alter classroom behavior?  What other nonverbal behaviors were observed in addition to preferring talking over money?  Did scientists consider the myriad distinctions between bragging and self-disclosure?  Or is this provocative journalism making sensation out of a more modest scientific study by  skewing the terms under examination?

If anyone knows more about the where, why, and how of this study, please let us know!

Respect generates respect

       I have to thank Maria Popova for her site Brain Pickings which does, indeed, “bring you things you didn’t know you were interested in until you are.”  I already know I am interested in creativity and the way it manifests and changes given various and advancing technologies, but Maria Popova combines ideas as a “cultural curator and mind at large” that expand my little world.    Her “mash ups” are always food for thought,  as in this one on “Networked Knowledge and Combinational Creativity” which brings together Richard Dawkins, Susan Sontag, Gandhi, and Maria Popova in an argument for choosing and creating norms for “creative labor”: Norms that help us pay attention to each other and use each other gently.  Especially, she reminds us, consider how we value what inspires us—the threads from the vast history of ideas which have stimulated our own thinking.   There may indeed be newness in our contribution, but only because we have been exposed to others.   Is it possible to establish a norm (beyond literary citations) to credit cultural curation of the museums of our life?

A few thoughts:

(1)    I remember a moment in feminist scholarship when we over acknowledged to the point of confession.  Whereas this life history was often separated into Prefaces and Introductions, we referred to it so often in our work that it became essential.  I actually loved this grounding.  I found it easier to pay attention to the scholar when I was invited to know her/him first.  I more easily heard—rather than just listened to--lectures that began with “establishing authority” and not assuming it.  I know the practice was not universally appreciated:  “Get to the point already!”  But the practice made its imprint on me so that I enjoy saying, for example, “I was walking with Michelle when this idea came to me.”

(2)    As a HS English teacher over the last 10 years, I found great student resistance to even informal citation.  This only surprised me because I didn’t understand what mashing was and how in music and poetry and fun and games, internet users freely “borrowed” and combined from each other.  In fact, I was teaching a generation of students who believed and practiced “no ownership” of words and images.  I think, though, that they know from whom they borrow and who borrows from them in a subliminal world of flattery and pride.  This “internet memory” is a new skill internet generations share that I am not privy to.  If I "googled" and found original sources for phrases and paragraphs that I doubted were written by my students, I accused the individuals of plagiarism.  I told them they could be expelled for stealing, that being educated meant entering a dialogue wherein ethical people acknowledged each others' contributions.    

The LANGUAGE of plagiarism is posted everywhere in the public high schools.  Yet this internet generation doesn’t understand the traditional meaning and implications of plagiarism because their world has extremely different values.   

A new norm that could actually be communicated in all the places where people learn and practice being part of societies and cultures would be wonderful.  But, the norm has to be insisted on and experienced by practitioners of all ages.  Respect generates respect. 

(3)    When the same students formally presented their research process and results to their classmates, citation and documentation improved.  With few exceptions, students found it fun—if not worthwhile to others—to recall the “detective” process they engaged in order to come to the conclusions they report.    Noting this, the problem for me became how to get them to isolate their borrowings in their written pages or in the visual images they shared and then to write these acknowledgements down.    The carrot was the grade I would assign the project.   I doubt if they would choose to bore each other with these details if left to their own devices.  Precision is not a value for mashing.  And this is not unique to youth.  Quotations of the masters that are used and re-used are no longer trustworthy either!  See, for example, Brian Morton’s  examination of famous quotations in his Op-Ed article “Falser Words Were Never Spoken” in the NY Times (8/29/2011).

(4)    Ultimately, the solution will lie in a combination of “internet memory” and hyperlinks.  And we will demand a wider knowledge of each creative moment in the world than ever before.  How will we ever keep up with the young?  Should we let go our rigid grip on the technical formalities of academic thought?

 

 

Ground-up organizing

NATO and Facebook Join Forces in the Global Digital Age screams the Blog headline.  I am reading the Tech page of The Huffington Post on 19 April 2012.  I reread, assuming that the announcement is a hoax, but when I see that the authors are Dr. Stefanie Babst and Elizabeth Linder, I know that it is not.  Not a hoax.   I think not.  Yet the proposed unity seems too practical to be real.  A major political alliance is working with a profitable digital social network.  This ought to be interesting.

According to The Huffington Post, "Dr. Stefanie Babst is NATO’s Deputy Assistant Secretary General for Public Diplomacy";  Elizabeth Linder is Facebook’s Politics & Government Specialist for the Europe, Middle East and Africa regions."  And they explain:  "In pursuing our efforts to contribute to this global conservation, we -- two individuals at Facebook and NATO -- have started to collaborate. Because we believe that instruments of diplomacy, no matter how hard or how soft -- or how smart, for that matter -- bring people together."  WOW!  At the end of the blog, a gloss cautions: 

"Their views expressed are solely their own and do not represent the official views of NATO or Facebook."

So what is going on?

The blog is a collaborative post that begins by predicting how this digital age will appear in future history texts for school students.  Delightfully optimistic, the two authors state that history will foreground