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cats rule
nogutsnoglory blog-
If, during the long course of ages and under varying conditions of life, organic beings vary at all in the several parts of their organization, and I think this cannot be disputed; if there be, owing to the high geometric powers of increase of each species, at some age, season or year, a severe struggle for life, and this certainly cannot be disputed; then, considering the infinite complexity of the relations of all organic beings to each other and to their conditions of existence, causing an infinite variety in structure, constitution, and habits, to be advantageous to them, I think it would be a most extraordinary fact if no variation ever had occurred useful to each being’s own welfare, in the same way as so many variations have occurred useful to man. But if variations useful to any organic being do occur, assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life; and from the strong principle of inheritance they will tend to produce offspring similarly characterized. This principle of preservation, I have called, for the sake of brevity, Natural Selection. [Charles Darwin (1859) On the Origin of Species]
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“It is essential to such a government, that it be derived from the great body of the society, not from an inconsiderable proportion, or a favored class of it; otherwise a handful of tyrannical nobles, exercising their oppressions by a delegation of their powers, might aspire to the rank of republicans, and claim for their government the honorable title of republic.” James Madison -
All the property that is necessary to a Man, for the Conservation of the Individual and the Propagation of the Species, is his natural Right, which none can justly deprive him of: But all Property superfluous to such purposes is the Property of the Publick, who, by their Laws, have created it, and who may therefore by other laws dispose of it, whenever the Welfare of the Publick shall demand such Disposition. He that does not like civil Society on these Terms, let him retire and live among Savages. He can have no right to the benefits of Society, who will not pay his Club towards the Support of it. -Benjamin Franklin - IO9
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Tag Archives: teaching cartoons
Teaching Cartoons: On Context
Calvin will be surprised when the test comes back.
This replicates a classic form of a lesson on ‘precision.’
It’s Cold Outside + Teaching Cartoon
Even yours truly, being a ‘nary a Christian,’ and by reputation being also a mildly notorious Christmas season curmudgeon, can warm up to this video.
“I’m too ME to die.” is typical Snoopy, in Snoopy’s ‘French’ mode. These two cartoons face each other down.
Posted in adult learning, experiential learning
Tagged Lady gaga, Peanuts, Snoopy, teaching cartoons
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Teaching Cartoon: Two On ‘Timing’ & a Tale
Only Enough Time to Get Where You Stand, Right
The captain of a ship received a message one night, “Change your direction 15 degrees North to avoid collision”.
A little indignant, the captain replied, “I am the captain of a large ship and recommend you divert 15 degrees South”.
The captain received the reply, “We are a lighthouse”.
Teaching Cartoons: Instrumentality 1 & 2
Samurai Prayer
I HAVE NO PARENTS;
I MAKE THE HEAVENS AND EARTH MY PARENTS.
I HAVE NO HOME;
I MAKE AWARENESS MY HOME
I HAVE NO LIFE OR DEATH;
I MAKE THE TIDES OF MY BREATHING MY LIFE AND DEATH.
I HAVE NO DIVINE POWER;
I MAKE HONESTY MY DIVINE POWER.
I HAVE NO MEANS;
I MAKE UNDERSTANDING MY MEANS.
I HAVE NO MAGIC SECRETS;
I MAKE CHARACTER MY MAGIC SECRET.
I HAVE NO BODY;
I MAKE ENDURANCE MY BODY.
I HAVE NO EYES;
I MAKE THE FLASH OF LIGHTNING MY EYES.
I HAVE NO EARS;
I MAKE SENSIBILITY MY EARS.
I HAVE NO LIMBS;
I MAKE PROMPTNESS MY LIMBS.
I HAVE NO STRATEGY;
I MAKE CLARITY MY STRATEGY.
I HAVE NO DESIGNS;
I MAKE INTUITION MY DESIGN.
I HAVE NO MIRACLES;
I MAKE RIGHT-ACTION MY MIRACLES.
I HAVE NO PRINCIPLES;
I MAKE NO-AVERSION MY PRINCIPLE.
I HAVE NO TACTICS;
I MAKE EMPTINESS AND FULLNESS MY TACTICS.
I HAVE NO TALENTS;
I MAKE READY WIT MY TALENT.
I HAVE NO FRIENDS;
I MAKE MY MIND MY FRIEND.
I HAVE NO ENEMY;
I MAKE CARELESSNESS MY ENEMY.
I HAVE NO ARMOR;
I MAKE BENEVOLENCE AND RIGHTEOUSNESS MY ARMOR.
I HAVE NO CASTLE;
I MAKE IMMOVABLE-MIND MY CASTLE.
I HAVE NO SWORD;
I MAKE ABSENCE OF SELF MY SWORD.
Samurai Prayer
Teaching Cartoon: Too Much Success
Bonus: attempt now to revise your prior knowledge. . .
now that it has been found to have been always erroneous.
2 Teaching Cartoons On Questioning
In short, questions in biology of a ‘How?’ nature need more than genetics and frequently more than a reductionist approach. If nature is at all economical (and we have good reason to believe that this is usually so), we can expect that she will choose to create at least some complex forms not by laborious piece-by-piece construction but by utilizing some of the organizational and pattern-forming phenomena we see in the non-living world. If that is so, we can expect to see similarities in the forms and patterns of living and purely inorganic or physical systems, and we can expect too that the same ideas can be used to account for them both. Philip Ball, The Self-Made Tapestry, Pattern Formation in Nature
Subtle relationships between seemingly disparate materials–such as the two cartoons and the book excerpt–bring ‘upward’ potentials for learning not otherwise accessible in more straight forward treatments of the same discrete material. Comment.
Social Reflex
Here’s a decent very short treatment: Constructivism and Constructionism
My own sense for my own purposes starts with this premise: individuals differentially embrace unique, or social, or normative, or pragmatic, or heuristically derived, (etc.,) constructs in accordance with the situation at hand. By differentially I mean, at different times and places and for various particular reasons.
Teaching Cartoon – The Extra Answer
Besides the obvious cleverness, this cartoon supposes that sometimes a solution is easier than assumed, or, right in front of your face.
You can test its formula by trying it out on more difficult material.
Teaching Cartoon: What You Ask For
Scott Adams’s Dilbert here replicates one of the classic learning forms given in Sufi teaching stories. There even is a common saying that covers this form: ‘Be careful what you wish for.’ The hidden aspect at the first level–in formal terms–concerns ‘features’ that come along for the ride, so-to-speak. In this instance, you get the head’s up about the downside of working hard, and the grim prospect comes along for the ride.
Dig deeper and this is also about one-sidedness and obsession. But, you didn’t ask about these!
Sometimes, the Bad Wallpaper. . .
The internet comes through sometimes; make your own.
Ecce homo: Wie man wird, was man ist) /ambiguation/ Idou ho Anthropos
I am not a
man, I am dynamite. And with it all there is
nought of the founder of a religion in me.
No, man, you’ve been socked into a random script ideally matching your very thoughts with a comic family circus.
Teaching Cartoons – at the chalkboard
magical thinking
instrumental thinking
This pair features two different approaches and their juxtaposition earns them a possible place in the curriculum of the teaching cartoon. Is the first cartoon’s stance unintentionally ironic, given that it states the math class is grounded in reality, whereas biology is loosened so as to include intelligent design?
Teaching Cartoon: Treasure
“We saw with certainty that it is love (which is) hidden,
So we became bared because of such as this (which is) hidden.”
Rumi, Q.1612, tr. Gamard & Farhadi
Yay! Reality
“Our behavior is purposeful; we live in a psychological reality or life space that includes not only those parts of our physical and social environment to us but also imagined states that do not currently exist.” Kurt Lewin
“For the dialectical method the central problem is to change reality.… reality with its ‘obedience to laws.’” György Lukács
h/t Chris @ Subverting Subverting the Genre
Posted in adult learning, social psychology
Tagged Field Theory, György Lukács, Karl Marx, Kurt Lewin, teaching cartoons
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Teaching Cartoon: What Everyone Has In Common
My wife discovered a folder with syllabi for a course she taught on social work with couples. The alternative syllabus includes cartoons and this comprised a gold mine of material in the teaching cartoon vein.
This cartoon has long been one of my favorites and yet I had never made a copy for my collection until she produced her find.
Teaching Cartoon: It Works!
Today’s teaching cartoon captures a mini-drama and a pattern of “presumption and response.” We understand this in modern terms when this pattern is gives the sense of: be careful what you wish for.
This same pattern is found in old teaching stories. Such a pattern describes a timeless kind of conjunction of presumption and necessary response; or, perhaps better would be to say, inescapable response. Without giving the near layers of learning away–remember in the classic form there are seven layers of learning–it is enough to suggest how the result is wed to the initial assumption.
