On Playing Guitar

Brian and Bryan Jam

Photo courtesy of Alan Levine

As a sort of follow-up to my last post, I wanted to share some responses I had for a few questions one of the TALONS asked me as part of his own In-Depth Study Research.

1. How long have you been playing the guitar?

About thirteen years… I think.

2.At what age did you first start playing?

I first borrowed a friend’s guitar in the spring of 2003, I guess. So I would have been 22, or thereabouts.

3. Do you believe learning to play the guitar has benefited your life socially / physically / mentally?

Absolutely socially and mentally.

There are probably physical benefits – better hand-eye coordination or dexterity with my fingers and such – though I don’t know if these are beneficial other than in playing guitar.

As for socially, I’ve made a lot of great friends and shared a lot of interesting experiences with people I wouldn’t have found myself connected to if not for having been what can be called in some ways a musician. Beyond personalities, or senses of humour, or our unique interests, upbringings, or even the music we like, I’ve always found people who play music – whatever kind of music it is – easy to talk to, hang out with, and – naturally – play music with. I’ve played music with strangers on the street in Cuba, Croatia, and France, talked for hours about favourite guitars with friends of my parents, and spent weekends improvising with people I’d just met without so much as a word having to be spoken.

Even when I was just starting out, I’ve found that once you have enough skill to participate in communal music-making (even if it’s just plucking the same note or strumming the same chord along with a few friends), you have been allowed into some other plane of conversation with people – a conversation without words, but also a conversation without distinct points of view. In a verbal conversation, one person talks, then another, then the other again, and in doing so their unique perspectives are shared; but in music, the two ‘perspectives’ are essential components of the other, if that makes sense? My guitar solo cannot exist without the underlying chords, whose pacing and volume are reacting moment-by-moment to the energy, tones and volume of the solo. And that’s just with two people: as drums, or bass, or vocals or other instruments are added to the fray, this sense of a collective voice only becomes richer.

I think this sense of communication I’m trying to describe benefits both the social and the mental, though, because these experiences not only forge deep connections with the folks I’ve shared them with, but also have opened my mind to what it means to listen, and interact, and communicate with other people. Once you’ve experienced these sorts of things – an epic jam session, or a memorable performance, or just creating something out of nothing, even by yourself with your guitar – it is impossible to go back to having ‘un-experienced’ them; each leaves you fundamentally changed, however minimally, and changes the course you might take going into the future. I’ve left a lot of different sessions of playing with people thinking, “Why don’t I do *that* more?” And I always rededicate myself to finding more places and people to play with – it never stops.

4. What are some of the skills developed from playing guitar?

Listening is a big one, whether it’s to the people you’re playing with, or even songs you’re hearing for the first time or the millionth. It’s fun when you start to realize what’s going on ‘inside’ some of your favourite songs, and why it is you like them – a chord change, perhaps, or the way the lyrics fall across the rhythm of the song; and similarly, sometimes songs you thought were catchy fall apart when you learn how to play them, which can be disappointing, but leads you to other, more interesting music hopefully.

Beyond listening, I am also able to hear better, which is actually different than listening. I can hear subtle differences between notes and chords, can tell when things are out of tune – and even which string it is, generally – which I couldn’t do back when I began. I’m also able to distinguish what singers are saying now that I know how to breathe and sing and strum as the same time, and how the different instruments are interacting in ensembles.

5. How do these skills/benefits benefit/apply to your everyday life?

I think quite a few of these skills transfer over to everyday life, both in tangible, specific ways: I know a lot about different songs, how they are put together, and the people that made them, for instance, which finds its way into a lot of my work at school (and not just in guitar class); and my relationship with language has changed I think, as well, and I unconsciously try to make things more musical, direct, or poetic when I write or speak, perhaps.

But I think the benefit of playing music that most broadly transfers over into ‘real’ life is the sensibility that goes along with many different aspects of music. In looking over my answer to your third question, I like to think that this constructive sense of conversation or working with others influences every aspect of my life and relation to other people: everything one does with other people is an opportunity to build something – a conversation, a relationship, a professional project, or piece of art. And so because I know that these types of interactions are possible, I find myself approaching almost everything I do with the same sense of experimentation and expression.

6. Any other habits/effects that came from guitar?

The guitar is a dangerous tool for relaxation and procrastination, so not all of the habits and effects it yields are necessarily positive! I’m sure there are plenty of things I could or should have done some days than play guitar for half an hour (or three hours), and that’s not always the best thing to do. But I am glad every day that I stuck out those first few months (or years, if you ask my roommates or family members who heard me back then), until guitar became the thing I wanted to do when I got home from school or work. Once it became The Thing I wanted to do to unwind, or have fun, or challenge myself, I don’t think I could have ever gone back to being someone who doesn’t play guitar.

Hopefully you find the same soon enough.

Teacherless Discussion

Teacherless Discussion

Mapping the teacherless discussion.

Something the Philosophy 12 group experimented with in last year’s cohort was the idea of holding teacherless discussions. As research and work in my own graduate studies took me further into notions of citizenship education and a confrontation with contemporary political apathy, I began to look at the structure of classroom activities as a means of engaging student and peer ownership over the learning process.

I was inspired initially to take this course of action by the writing of Paulo Freire, who highlighted the need for emancipatory education to reconcile the student-teacher contradiction. “The more active an attitude men and women take in regard to the exploration of their thematics,” he writes, “the more they deepen their critical awareness of reality and, in spelling out those thematics, take possession of that reality.”

Perhaps more simply put, as I explained to the philosophy class today, ‘school’ should be less something that happens to students than something they make happen for themselves. And while teachers may approach their classroom activities with the best of intentions in this regard, there is still ultimately a group’s propensity to rely on a designated instructor / leader / teacher to move things along, creating a broadly perceived apathy that allows a minority to dictate – often without opposition – the course of the community.

So I started sometime last year deliberately ‘going dark’ for some of our classroom discussions, and found the results of the experiment to be immediately palpable, if not specifically nameable. Something which also struck me was the shift in participation, posture and presences making their way into discussions in which I re-inserted myself, as students reverted back to offering their responses more directly to me than the group, seemed to seek my approval or appraisal of their thoughts, and otherwise seemed to lose sight of their community of peers.

This morning I sought to begin our teacherless discussion efforts earlier in the semester with a dissection of the New York Times Opinionator Blog essay “Logic and Neutrality.”

The map above shows the course of the conversation as it moved about our classroom. Numbers show the order of speakers, with the two volunteer moderators (Jeff and Cassidy) noted in red. Dashed lines show spontaneous interjections, and numbers otherwise note the order of speakers as neatly as I could manage.

In my own notes I also highlighted several contributions which furthered the discussion, as well as a few points where things seemed to stall, and asked the class to create their own lists of these points in the conversation.

A few of those helpful contributions included:

  • Asking guiding questions to outline course of discussion in progress,
  • Attempting to define different vocabulary and concepts being used,
  • Highlighting quotes from the article at hand,
  • Incorporating examples from popular culture or common experience,
  • A willingness to pose what may sound like a ‘silly’ question, or hypothesis, and
  • Synthesizing board notes or past points and challenging the momentum of the discussion.

A few places where the class’ momentum faltered:

  • Getting bogged down in controversial or opinion-based hypotheticals (in this case the question of the morality of murder that was ended deftly by someone’s suggestion that “we move off murder”),
  • Moments where a more common understanding of discussion aims and/or vocabulary would have created more clarity around topics,
  • Encountering quiet moments of thought following tough questions or attempts to synthesize discussion.

As an initial effort in the teacherless discussion this semester, the Philosophy 12 group demonstrated many characteristics of successful group discourse, and will continue to build on these strengths as the class moves on into more individual and collective inquiry.

Discussable Object Creation

Screen shot 2013-10-22 at 4.04.24 PM

Discussable Object Photo Set on Flickr

Today the #Philosophy12 bunch culminated a study of Metaphysics that has emerged slowly out of individual inquiry undertaken by members of the class. The group engaged one another in a discussion that left a recorded physical ‘tail‘ that could be seen, and held onto.

Indeed, it was an ‘object‘ that came into being only by virtue of being suspended between the class’ interrelated ideas, and whose creation facilitated a synthesis of collecting thinking and learning.

We began a little more than two weeks ago with the introduction of various philosopher’s metaphysicslearning about Shoepenhaur’s views on the Will, Epicurean paradoxes, and Wittenstein’s unspeakable coolness and arranging for small group discussions to coalesce around thematic ideas.

After having first imagined that I would engage in the assignment as a participant, I became (in that ‘lead-learner’ sort of way) consumed by questions at the heart of the constructivist learning experiment ahead of us, and drew on many ideas of Deborah Osberg and Gert Biesta, among them the notion that:

“…knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object’ that can be transferred from one place to the next. Knowledge is understood, rather, to ‘emerge’ as we, as human beings, participate in the world. Knowledge, in other words, does not exist except in participatory actions.”

And so my own metaphysics project became the conceptualizing and contextualizing of the task at hand: to create a representative learning object within an emergent, constructivist classroom design. With all sincerity, I embraced Osberg and Biesta’s idea that:

“…to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

 Here, I was led by Paulo Freire:

“The more active an attitude men and women take in regard to the exploration of their thematics, the more they deepen their critical awareness of reality and, in spelling out those thematics, take possession of that reality.”

Discussable Object in #Philosophy12

Julie at work on visual notes.

With this, more than one class meeting was organized around the generation of the contradiction at the root of each group’s metaphysical thematics; it is in the symbolic codification of such contradictions, Freire says, that such themes can become “cognizable objects[:] challenges towards which the critical reflection of the decoders should be directed.”

Having identified their philosopher’s major metaphysical ideas, and explored these ideas within the larger themes of their assembled groups, the class took advantage of last week’s school-based professional development day in the form of #PhilsDayOff, the requirements for which were spare:

    • Time must be spent consciously and deliberately engaged with a selected question of metaphysics;
    • This engagement can include activities, reflection, discussion, or other modes of inquiry, reflection and understanding; but it should not be time spent doing something participant’s ‘usually’ do;
    • Participants must create, discover, or record a meaningful artifact they think represents their metaphysical thinking, reflection, or understanding on Phil’s Day Off.

The learning went into the wild, and returned with lessons like the one Dylan offers here:

“I made a bus trek by bus up to household jam session as part of the Phils Day Off endeavor. I went up there to contemplate Schopenhauer’s ideas while enjoying some music (which, I’m sure, Schopenhauer would have been more than happy to participate in.) At the beginning of the night, a friend and fellow bass player took me over to the side to show me a trick that allowed the string’s on my bass life span to be extended, making it so that you wouldn’t have to buy strings as often.

“What he did was loosen the strings on the bass so that they were still on the instrument but loose enough that he could pull it up away from the fretboard a good distance. He loosened the string, and continue to pull the string up and then smack in back down onto the fretboard. He would do this over and over again on each string for a few minutes at a time.

“What this was doing, he later explained, was releasing all of the dead skin cells and extra debris that was caught in the strings, making it so that the strings became cleaner again, and thus could be repeated whenever the string would go dead or dull and wouldn’t need to be replaced as frequently. Other than being a sweet tip for a young-unemployed musician such as myself, it also came to be a great metaphor for all these talks of suffering and pleasure in my mind. You can look at life as a dead bass string, and you can view the debris as suffering. You can see it as Schopenhauer would, as something chokes life and ultimately makes life worthless. And no matter how much we clear up the debris temporarily, it will become dirty and dull again soon after.

“You can look at from one who would not worry about the suffering, and instead of focusing on the dirtiness of the string, would completely ignore it and go out and buy a new string right away. Or, you can look at it from the cleaning method that my friend taught me about the strings.

“Acknowledging the dirt and debris and how it’s affected you, and then turning it around and cleaning it up and turning it into something that is pleasurable.”

Dylan’s is just one of the stories we heard today as the class related their philosopher’s biography and ideas, touched upon themes explored in #PhilsDayOff and their group discussions, and connected their thinking (agreeing and contrasting) by tracing the conversation with different colours of yarn (with gratitude to our home economics teacher Ms. Priestly!). While Julie sketched out themes and notable ideas as they took shape on the board, the class emerging understanding took shape.

The activity took us from:

Discussable Object in #Philosophy12To:

Discussable Object in #Philosophy12To:

Discussable Object in #Philosophy12Over the course of the next few days, I’ll be collecting reflections on individual learning, and the unit itself (both content and form, Aristotelians!), by way of this Google Form, and looking ahead at planning our Epistemology unit. The Discussable Object now behind us – wound back up into woolen balls and returned to the textiles classroom – I’m curious to know what the group thinks now of one of the quotes that brought us here:

“Knowledge […] does not exist except in our participatory actions.”  

TALONS Panel: Open High School Learning

I had the great pleasure this morning to speak with TALONS alumni Liam St. Louis, Jonathan Toews, Clayton Dowdell, Megan Edmunds, Zoe Fajber and Iris Hung (along with Verena Roberts & the #ETMOOC crowd via Google Hangout) about the experiments and experiences in Open Learning we’ve embarked on in their four years at Gleneagle.

We mostly worked chronologically from the introduction of the TALONS blogs and RSS feeds (which coincided with Jonathan & Liam’s arrival in grade nine more than four years ago), to the creation of the class blog, Defying Normality, and how these publishing channels contributed to learning in and around the classroom. We talked about publishing work in public, the other mediums that could ‘work’ in lieu of text-only posts, and what it means to blog ‘authentically,’ before moving into a discussion about Philosophy 12’s open structure, Stephen Downes, and the value (and drawbacks) to learning on the open web.

Many thanks to Verena for moderating and inviting us into the #ETMOOC conversation, and to the TALONS who brought their incredible insight and voices to the discussion.

Discussion in a Democratic Classroom

Promote Human Growth

To promote human growth.

I discovered the above quotation (then highlighted, and apparently even underlined it) in a  (photocopy of a) book that Q lent me this week, Discussion as a Way of TeachingAnd with each of my classrooms providing affirmations or further questions about various aspects of the introductory chapter, I wanted to see if I could synthesize and share some of my thinking here with the hope that it might lead us somewhere meaningful.

Confluence of Conversation

In one of those subconscious coincidences that arise from time to time, a few different planets have aligned to allow both the TALONS classes, as well as the twenty-odd program alumni that are taking Philosophy 12 this semester, are creating a thorough deconstruction and re-imagining of their views about democracy through their respective current studies. For the TALONS, this has been the American Revolution, where a series of blog posts and comments have charted a thoughtful exploration of both personal and collective interpretations of historical events.

Ironically enough, the TALONS initial reading about the topic came by way of a few of the former class’ bloggers who find themselves discussion Social and Political Philosophy.

In either case, the groups are addressing fundamental questions about the nature of social democracy as it has been practiced since the dawn of the Enlightenment. The younger class (grade nine and ten TALONS learners) are coming to the subject by way of the fight to establish the American republic; there is much discussion around the usual suspects: taxes, representation, unity and propaganda. But there are questions about the future here, too:

If we can see and understand how blatantly unfair it was for people back in the American Revolution, why hasn’t more changed? I will admit that things have gotten a lot better here in America, but what about other places around the world?

The philosophy class spent a few days last week discussing some of the foundations of our thinking about democracy, and brainstormed different framings and questions from which they could interrogate them. The group set about trying to define the roles of idealism, pragmatism, education and the media could (or should) play in a democracy, questioning the value of “true” democracy, the societal safety-net, and how it is that our evolving knowledge of human nature influences group development.

Across digital and in face to face conversations, each of the blocks I am teaching these days is consumed with an inquiry into what it means to be a critic and participant in the democratic process. I’ll admit to getting more than a small kick out of the type of political engagement and discussion I seek out as an adult learner and voter, and something I am privileged to find in my colleagues in the Social Studies department at our school.

Dialogue beyond the classroom

On a given week in the last few years, there has been an ongoing and at times heated exchange of political ideas across members of the Socials department relating to current events, historical interpretations, the “big ideas” that may reside in aspects of the various curricula. With each of the teachers in these email threads possessing disparate ideologies and frameworks of understanding, arguments and perspectives from all points along the  political spectrum are often represented in these arguments that serve as serious debate, rhetorical sport, and the sharing of opinion from a variety of personal news and editorial sources.

Such is the influence that these passionate (and often humourous) exchanges bring to the history and political courses at our school, the last year has seen recent graduates instigating, challenging and benefiting from these email conversations (that in some cases have spanned more than 40 responses including tens of thousands of typed words). The vibrancy of our school’s Model United Nations, Political and Debate clubs are certainly signs of a politically ‘awake’ student body (which we probably owe to Steven and Liam more than anything we’ve done as teachers), something that inspires some of the modeling that a few of the teacher debates can supply as a means of exploring the different ways to approach various topics.

One of our school’s History 12 teachers and I are even trying to start a podcast based on the exchanges we have with and for his class.

Democracy and Discussion

I think why my Social Studies colleagues and I get such a charge out of all of this discussion, both inside and out of our classrooms, is because it is an engagement with one of the fundamental functions of democratic schooling: to cultivate and prepare the citizenry that will inherit the reigns and responsibilities of the future.

Discussion and democracy are inseparable because both have the same root purpose – to nurture and promote human growth. By growth we mean roughly the same thing as John Dewy (1916) did: the development of an ever-increasing capacity for learning and an appreciation of and a sensitivity to learning undertaken by others. Democracy and discussion imply a process of giving and taking, speaking and listening, describing and witnessing – all of which help expand horizons and foster mutual understanding

And something that has struck me this week is that the things that are difficult about bringing about a discussion‘s potential are of a similar nature to the tendencies that limit the possibility of a optimal democracy, and it is for this reason that I agree (along with the authors) with Richard Rorty’s assertion that

…bringing people together in conversation and challenging them to use their imaginations to create new meanings and move toward greater human inclusiveness is, for Rorty (1989), a moral endeavour. 

The working definition that Brookfield and Preskill posit of discussion itself extends this morality to affirm the notion of classrooms functioning as democratic laboratories, where students prepare to meet the tasks of political responsibility.

We define discussion as an alternatively serious and playful effort by a group of two or more to share views and engage in mutual and reciprocal critique.

The purposes of discussion are fourfold: 

    • To help participants reach a more critically informed understanding about the topic or topics under consideration, 
    • To enhance participants’ self-awareness and their capacity for self-critique
    • To foster an appreciation among participants for the diversity of opinion that invariably emerges when viewpoints are exchanged openly and honestly,
    • And to act as a catalyst to helping people take informed action in the world

…empowering students to probe the contradictions and injustices of larger society.

As participants in discussion-based education build a critical awareness of “the ways in which different linguistic, cultural, and philosophical traditions can silence voices,” the macro-micro analogy can become instructive as students and teachers alike can look upon opportunities for learning about improving elements of classroom discussion can build outward into society. To this end the introductory chapter of Discussion as a Way of Teaching highlights nine Dispositions of Democratic Discussion, each of which could serve as an opportunity for reflection for people engaged in this type of learning.

Nine Dispositions of Democratic Discussion

Hospitality

How well does each party in the discussion help foster “an atmosphere in which people feel invited to participate”? I think we often consider our positioning as teachers toward projecting hospitality (for different ideas and perspectives, diverse expressions of the self, as well as challenging arguments and evidence) but having watched and talked to a few of the TALONS who facilitated a class discussion this week, realize that cultivating an awareness of these dispositions – perhaps this first one especially – among students themselves is key to realizing the collaborative potential of the class.

Participation

Similarly, the responsibility  to encourage full-participation – in democracy, as in conversation – is something that ultimately falls to each member of the community, who would do well to remember that

the incentive to participate diminishes when what one says or does is ignored or leaves no discernable impact. Everyone in democratic classrooms, but especially the instructor, must work at encouraging widespread participation and finding spaces during class time to receive more than just perfunctory responses from the class. For us this means that we must in some cases ask follow-up questions, at other times rephrase what has just been said, and in still other situations show clearly and assertively how one person’s contribution is related to other ideas already presented. 

Mindfulness

Something GNA Garcia has always brought to our conversations about life, learning, teaching and most points in between is an ever-present mindfulness that manifests itself as a reverence for what the authors of Discussion as a Way of Teaching might describe as “the whole conversation – of who has spoken and who has not – and of doing what one can to ensure that the discussion doesn’t get bogged down in the consideration of issues that are of concern only to a very small minority of participants.”

It is important to remember here that “group cohesiveness and the give-and-take of a good discussion are usually more important than any particular thing that we feel compelled to contribute.”

Humility

Central to the process of expanding one’s understanding is the willingness to let go of our prior notions of Truth or objectivity. The authors here remind us that “Humility helps us remember that learning is always an uncertain, even uneasy quest.”

If we admit the limits of our knowledge and opinions, we are more likely to work authentically to create a greater understanding among group members. 

Mutuality

Mutuality means that it is in the interest of all to care as much about each other’s self-development as one’s own.”

This is something that I think we practice in the TALONS classroom with regularity, and in many tasks – especially those centered around our experiential or outdoor learning opportunities – the necessity of each individual contributing to the group’s success is a baseline expectation. But I do think that we might be able to look for ways to improve this sense of mutual responsibility for supporting discourse in the classroom, or on our blogs.

Deliberation

To approach discussion with a disposition toward deliberation, participants must cultivate an awareness that “the ensuing exchange of views may modify their original perspective.” Here, we see the fallibility of the combative talking heads that are presented to explore contentious topics in our print, radio and televised media:

Unless there is a general commitment to deliberative practices that foster reflective and informed judgements, democracy is robbed of its authority and moral meaning. 

Which isn’t to say that a capacity for deliberation must be bound to the goal of forming consensus (while that might be ideal); the authors propose that “it may be just as desirable if deliberation results in continuing differences’ being better understood and more readily tolerated.” 

Appreciation

As delving into the emotional terrain that many of these conversations hopefully mine can be a daunting and risky enterprise at times, it is important for members of the discussion community to demonstrate appreciation for the sharing of diverse opinion and thought. This is another area that I see teachers concerned with where students and other stakeholders could emphasize their appreciation not only for the different perspectives and viewpoints being shared, but also for the willingness of others to commit to the process of open and honest discussion.

Hope

“Without the hope of reaching new understanding, gaining a helpful perspective, or clarifying the roots of a conflict, there is little reason to go on talking, learning and teaching.” 

I think the worst of human behaviours and thoughts come about when individuals and groups have lost this most basic sense of hope toward a resolution of conflicting ideals, values or perspectives even when that resolution seems least likely. Here, the authors again invoke John Dewey and his notion of Democratic Faith: 

Democratic faith implies that pooling the talents and abilities of individuals increases the likelyhood that new light will be cast on old difficulties and everyday common sense will be brought to bear on problems said to require technical expertise. 

If teachers and classrooms fail to operate atop a foundation of this sort of faith and hope, our schools risk becoming the antithesis of how they are conceived in a democratic society.

Autonomy

In the end, what these dispositions, and what a truly democratic society is capable of nurturing, is a society composed of individuals capable of interrogating their own base beliefs against the paradigm of their culture, and commit to living and behaving authentically and ethically as a result.

Without individuals who are willing to take strong stands and to argue assertively for them, democracy is diminished, and the opportunities for growth and self-development, partly dependent on the clash of contending wills, are greatly weakened. 

Making the Learning Visible: TALONS on the American Revolution

Initial Questions about the American Revolution
Questions after reading homework from 2011

As part reflection on a statement made during the introductory session of Alec Couros#ETMOOC, and part synthesis of the TALONS introductory blogging and commenting on the American Revolution, I wanted to highlight some of the recent dialogue and discussion going on in the TALONS classroom these last few days.

Someone noted during the first #ETMOOC meeting that part of open learning revolved around making the learning visible, and I think a major contributing factor to the success of the TALONS blogging community is an evolving ability to present and share individual and collective learning. But something I have come to appreciate lately is how this knowledge has grown alongside an ability to meta-cognate, and build upon the lessons of networking norms explored by the last few years’ classes.

Old and Bold
Image edit and Interview synthesis by #Talons Yilin, Hayley, Max and Kyler

Now three full years into the class experiment in conducting and presenting our learning on the public web, the community has cultivated an understory of class discussion as the architecture of the initial thinking and conversation allows it to be visible and accessible as it is being created, but also indefinitely into the future

Since we first began experimenting with the form, the TALONS have each maintained an individual blog with EduBlogs, which the class has subscribed to (comments as well) using Google Reader. Every year, links and archives of posts from each of our units of study accumulate across our subject Wikispaces, Delicious bookmarks, and these blogs to become the fodder and foundation of the next year’s learners, and it is striking to see what is possible as these years have begun to accumulate.

The class began this last week with the assigned readings of a host of 2011 American Revolution posts, and a few questions:

More Questions about the American Revolution

    • What is the author’s main idea, or thesis in the post? 
    • How do they support this claim?
    • Who are the key figures / what are the main events discussed?
    • What conclusions about the American Revolution does the post give you? 
    • What questions about the American Revolution does the post give you? 
This led to many new questions, which then erupted in a weekend’s blog posts and commenting.

 

TALONS grade nine Alyssa highlights the Seven Years War as a key ingredient in the outset of the Revolution:

 

Over the course of thirteen years, the American revolution raged on between the British, and the American colonists.  But what were the reasons that brought on one of–or even the most–important revolution? What could could set flame to such a fire that a nation could split in two?

To discover this, we must trace back to the where the first larger scales of disruptions of peace started, at the end of the Seven Years’ War, in 1763. Just twelve years later, the American revolution officially started in 1775.

Picking up where the thread, Sierra does an eloquent job of creating context beyond the Seven Years War to reveal the colonies as anger and violence bound to boil over:

After the Seven years War, the British Empire was markedly fatigued, as the war had, among other things, caused great financial hardships to Britain. This meant that Britain was relying more and more on America, raising taxes to compensate for the splurge. They began enforcing new laws, such as the Navigation Act, prohibiting colonists from shipping and trading with countries other than Britain. Then they began implementing taxes, such as the Sugar Act, Stamp Act, and Townshend Act, taxing everything from printed materials, to lead, pain, and tea.

This angered some of the American colonists, and the propaganda began. Britain began sending over troops, to prevent violent protests, and in 1768, four thousand redcoats landed in Massachusetts to help maintain order. However, despite this, in 1770, on March 5th a rebellious group of American colonists clashed with British troops. Five colonists died in the confrontation, and the event became known as the Boston Massacre.

Following the horror of the Boston Massacre, Owen explains how a revolution about human dignity and democracy is still often seen to revolve around tea:

Nearly all the taxing acts were either reduced or completely dropped, proving that the British still had some leniency to the colonies, which the colonists did not appreciate completely. Wealthier men and others who relied on illegal trade were especially displeased with the taxes on goods as it would eat into their profits. Tea was the only trade item that was left taxed and was sold by the East Indian Trade Company at low prices. Of course, the rich and greedy men who sold smuggled tea could not afford to lose competition. Men like Samuel Adams were essentially so jealous that they organized a raid on the Boston trading ships that saw all tea content dumped into the harbor.

But there are other conversations, and other threads being pulled, with conversations on Monday afternoon exploring ideas of unity, hypocrisy and the nature of historical mythology and symbolism during and since the Revolution.

Marie’s post, Equality? has at present gathered an impressive 21 comments. Among them such insights and questions as the ones Kim addresses here;

Something I have to add is that women in America were fighting for their rights in the American Revolution, and they did win back some rights that should have belonged to them from the very beginning. Do you feel that the American Revolution opened the door for female rights in the future, or do you feel that no change was made (impacting the rights of women)?

Kim’s own entry came in the form of a fictionalized letter from an anonymous woman during the revolution:

As the war began to grow, so did the group of ours efforts, along with women across the country.  We spun thousands upon thousands of yards of yarn, stitched hundreds of clothing items, and took our time knitting far too many stockings for the American men in battle.  We fought to be able to fill the shortage of workers in jobs that were usually occupied by men, but were then left empty during the war, and we won the battle. I took on three jobs during that time: a blacksmith, a ship builder, and a writer.

Many people were not aware that women had made a difference, and had done anything other than sitting at their home raising a family.  Women clothed the armies, signed the petitions, and wrote the books. You would not be able to hear about the war today through the original documents and encyclopedias, if it werent for the dedicated women writers. Through these small actions that we took during this rough time, we opened the door for female rights to come.

Another grade ten, Bronwyn casts her gaze on the men at the center of the struggle to forge a way out of the war with Britain:

After the war, there was much social, political, and economic disorder. It was a country of thirteen governments, each trying to help itself at the cost of the others. Nine states had their own navy and each state had its own army.  Without changing their political and governing system, America was on the road towards anarchy. The saviours of the new independent country were people like George Washington and Alexander Hamilton, who worked endlessly to convince a sceptical nation of the concept of unification. Finally, a form of working democracy was created. However, it took them thirteen years of unrest and negotiation to create this government.  Thirteen Years.  Was America’s new governing system a system eight years of fighting and killing and then thirteen years of internal unrest? This is not a question I can really answer, but what I can say is that people’s quest for the perfect government and democracy came with a hefty price and most people believe that it was worth every penny.

And these are only a few. Each of the fifty six TALONS published an initial reflection on the American Revolution this weekend, and three times I have scanned through more than 100 comments in my Google Reader. The class spilled and consumed some 50,000 digital words on different aspects of the American Revolution: themes, opinions, interpretations, relations to current events and personal experience.

Not only is the conversation becoming a sort of living textbook, but it is creating an ecological succession beneath the canopy of the blogging forest that has been established over the last few years. “The learning,” that nebulous, individual struggle for understanding that we negotiate with one another, is visible now and for all of the future TALONS (not to mention anyone else who finds their way into the old-growth forest of now-more than 100 individual TALONS blogs that are still online).

I hope that visitors and residence alike take away that this sort of sharing of ideas and conversation can be a powerful and authentic means of discovery. Like Jabiz says,

…blogging is contagious. As the plants begin to grow, they shield and guide and support the younger saplings. Suddenly we find ourselves in a thriving eco-system of ideas. So I will till the soil, add fertilizer when needed, consider the amount of water every seed will need. I will find sunlight or shade as needed for every fragile sapling. I will wait patiently and stare at what appears to be barren soil. But like every successful gardener I have faith and I have patience. I will wait for every seed to grow.

This year’s individual TALONS blogs can be subscribed to as a bundle by clicking this link. The comment thread is syndicated here

You can keep up with the class’ collective online space, Defying Normality, which was graciously highlighted on the excellent site, Comments4Kids, today, or follow our adventures on Flickr.

Confluence

Macleod's Books II

As sometimes happens, I didn’t sit down at work today – unless you count the few minutes I spent helping a guitar student figure out how to add piano to the upcoming QR-code-musical-Easter-egg-hunt I’m setting up (and will tell you about later), or taking part in a few of the interviews throughout the day. But it was a memorable and energizing to live as “the bridge and the Bondo” between two communities of learners who make my job an invigorating blend of my own personal passions combined with professional exploration and experimentation in developing an enriching space for learning.

Today our class spread out, both in the physical building, and across the continent in search of learning through uncovering the experiences of others. And for brief sessions throughout the day, my greatest teachers (both TALONS learners and members of my personal learning network) became each others’ greatest teachers. In asking questions, the TALONS contributed the subject, and an audience, for the people I learn from and with every day – people like Stephen Hurley, and Rodd Lucier, Zoe Branigan-Pipe, GNA Garcia and Giulia Forsythe, Zack Dowell and Dave Truss, as well as Andys Forgrave and McKiel, and Leslie Lindballe (seriously though: no Jabiz?) – to talk about what they’ve learned about life, and work, and how they’ve learned it. By responding, and lending their reflection and wisdom to the questions, my colleagues were able to step into our classroom today because of the social – both physical and digital – networks I’ve brought into my life and learning.

This is how it all went down: