Tag Archives: teaching cartoons

Teaching Cartoons: On Context

CAlvin&Hobbes-trickquestion

Calvin will be surprised when the test comes back.

cartoonleaarning

This replicates a classic form of a lesson on ‘precision.’

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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.

Snoopy-Icycle

“I’m too ME to die.” is typical Snoopy, in Snoopy’s ‘French’ mode. These two cartoons face each other down.

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Teaching Cartoon: Two On ‘Timing’ & a Tale

robert-leighton-when-i-was-your-age-things-were-exactly-the-way-they-are-now-new-yorker-cartoon

wasittoday

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”.

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Teaching Cartoons: Instrumentality 1 & 2

Instrumentality

Instrumentality-1-WoId

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

 

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Teaching cartoon: Preparation

Sleep

purloined from the Funny Times

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Teaching Cartoon: The Wrong Question (repost)

The Wrong Question

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Teaching Cartoon: Done Deal (repost)

Done Deal

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Teaching Cartoon: Discernment

Discernment
h/t The New Yorker

Obvious
from Funny Times Presents the Best American Humor (pbk)

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Teaching Cartoon: Too Much Success

Jump

Bonus: attempt now to revise your prior knowledge. . .

Galactic orbit

now that it has been found to have been always erroneous.

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2 Teaching Cartoons On Questioning

a question

9 types

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.

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Social Reflex

Social Constructionism

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.

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Teaching Cartoon – The Extra Answer

A Puzzle (B.C. cartoon)

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.

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Teaching Cartoon: What You Ask For

catagory

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!

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Sometimes, the Bad Wallpaper. . .

Nietzsche Family Circus

The internet comes through sometimes; make your own.

Ecce Homo

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.

 

 

 

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Teaching Cartoons – at the chalkboard

a miracle
magical thinking

agree to disagree
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?

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Teaching Cartoon: Treasure

treasure-everywhere-calvin

 “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

 

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Teaching Cartoon: I Got ‘em, You Got ‘em

Pushing Buttons

h/t my wife Susan, who compiled cartoons for a class she taught. I am redeploying some of them.

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Yay! Reality

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

Saved

“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

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Teaching Cartoon: What Everyone Has In Common

Normal parents

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.

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Teaching Cartoon: It Works!

It Worked

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.

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