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harpist

antiphonal, Cambrai or Tournai c. 1260-1270

LA, Getty Museum, Ms. 44/Ludwig VI 5, p. 115

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Oh, it's a company, not an artist or photographer... 😬

Doesn't seem to be the one from Scranton.

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I think you can appreciate all that's happened in popular music the past few decades without rejecting "universal a priori truths".

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I have known people like that and found them inspiring (if that isn't too sappy a thing to say), I just wish this post didn't continue with a condescending strawman.

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attempting to explain to your mother that she may, at some point in her life, have made a non-optimal decision

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Does a magnifying glass help?

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northern australia has two famous consistent cloud formations: hector, (left) a thunder storm that forms almost every day on the tiwi islands, and the morning glory cloud (right), these weird extremely regular and large roll clouds. around the world there are some mountains with consistent orographic clouds, lenticulars or lee clouds, etc. but nothing like this. what the hell is going on in australia

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i need you to memorize this list

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Ivan Illich, Deschooling Society

Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets.

Intense book to add to the unschooling shelf. Published in 1972, probably still as radical now as it was then, as many of the “symptoms” of the schooled society he describes have only gotten worse. Some of the big ones, below:

“School is the advertising agency which makes you believe you need the society as it is.”

The pupil is… “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.

“School is an institution built on axiom that learning is the result of teaching.”

Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school… Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.

Most learning happens outside of the classroom.

Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extracurricular activities. Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion.

“The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.”

School teaches us that instruction produces learning. The existence of schools produces the demand for schooling. Once we have learned to need school, all our activities tend to take the shape of client relationships to other specialized institutions. Once the self-taught man or woman has been discredited, all nonprofessional activity is rendered suspect. In school we are taught that valuable learning is the result of attendance; that the value of learning increases with the amount of input; and, finally, that this value can be measured and documented by grades and certificates.

“School initiates young people into a world where everything can be measured, including their imaginations, and, indeed, man himself…”

People who submit to the standard of others for the measure of their own personal growth soon apply the same ruler to themselves. They no longer have to be put in their place, but put themselves into their assigned slots, squeeze themselves into the niche which they have been taught to seek, and, in the very process, put their fellows into their places, too, until everybody and everything fits. People who have been schooled down to size let unmeasured experience slip out of their hands. To them, what cannot be measured becomes secondary, threatening. They do not have to be robbed of their creativity.

Related: I’m really, really sick of reading books about school.

Filed under: my reading year 2016

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onett_source by Ashref

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"DANGEROUS Fake Foraging Books Scam on Amazon - Hands-On Review of AI-Generated Garbage Books" from Atomic Shrimp

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