#Pedagogical Research

[capsulelabs08]

Art and Science of Crafting Effective College Courses

In today’s dynamic educational landscape, the traditional methods of teaching and assessing are undergoing significant transformation. The tectonic shifts in technology and pedagogical research are compelling educators worldwide to rethink course designs, especially in higher education. At the heart of this transformation lies the quest to understand how students genuinely perceive and interact…

[dragonomatopoeia]

full disclosure i may also be having a Personal moment here as someone who left teaching for a number of reasons. one of those reasons being that my supervisors continually hammered in that We Have To Teach And Grade on Proper Grammar without paying any attention to the actual content, organization, or intelligibility of the students' arguments. like oh it doesn't matter if their arguments are well-founded or whether they make sense as long as they follow conventional grammatical rules. who cares if it's good writing! who cares if they expressed a well-reasoned argument! all we should care about is grammar!

[slowtides]

Re: last post. the idea that there are no nefarious intentions of the American school systems is doubtful but possible, I guess. That said, I do think there are nefarious outcomes regardless of intentions. Also I think that post is missing a more critical analysis of homework as labor.

[kindafooey]

YESSSS THE SPRING SEMINAR IS HAPPENING MASTER'S THESIS HERE I COOOOME

[trans-cuchulainn]

a nuance to the uni/school thing is also i think that like... for most humanities subjects in the uk you mainly won't have "classes" in the form of lessons (languages i think would be a key exception here), you'll have lectures which are a one-way thing and then seminars which are more discussion based and involve reading/prep work beforehand, and at some unis you'll have smaller group tutorials or supervisions

but like. the pedagogical culture is a bit different i think? it is much less like school and more heavily reliant on independent learning. you might only have a handful of contact hours a week and everything else is you in a library doing the reading or whatever; you're not gonna have a lot of short assignments and quizzes so much as, like, a bunch of research essays (how many will vary heavily by course and institution) so it's more like Doing Research than doing Homework the way you would at school, even early on in undergrad

and this is partly due to specialising earlier rather than having gen ed courses so you've got a much narrower range of modules to be doing yunno

(this doesn't apply to like, stem subjects. they've got labs and shit. god knows what they're doing over there.)

[elloon]

PEDAGOGIC RESEARCH GROUP

[ann-archive]

subject: myth

Greetings,

When I think of myth I think of Greek mythology, and then I think of Hades, and then I think of the soundtrack, and then I think of Coral Crown. It is a great song.

In the wider context of society however, myth extends to the adoption of a connotation to a denotation as commonplace within a society.

Below I have outlined some individuals who have commented on myth and it's relationship to society. They are by no means chosen on merit or sense, they are just dudes I happened to have read on.

Carl Jung

Myths are the expression of archteypes. These archetypes are from the collective unconcious, a shared resovoir that incluences human behaviour.

A myth is a myth because it speaks to a person and is really about that person. [3]

Unique to Jung, Myth focused more on theories of personality and psyche. The majority of his research is derived from a psychological perspective.

Roland Barthes

Myth is constructed through language and social practices. He believed that the creation of myths are used dominant peoples to legitimize power.

Barthes follows up on the school of semiotics established by Ferndinand de Sassure through the signified and the signifier and the relationship with myth. [1] From this principal, myth is created through the attachment of a meaning to a form.

Micel Foucault

Myths are produced and circulated within specific social and historical contexts, serving to reinforce power structures. Myth, from his perspective, is not only a reflection of a type of reality, but is something that shapes perception and self-perception.

Foucault tries to make it evident how something that appears as nature is actually the product of history. [2] There are also many similarities between his notion of the myth and the Hegelian-Marxist notion of second nature.

Joseph Campbell

He proposed the concept of the "hero's journey," a common narrative structure found in myths worldwide. Campbell believed that myths offer insights into the human psyche and spiritual experiences.

Campbell often described mythology as having a fourfold function within human society. [5]

The Mystical/Metaphysical Function

The Cosmological Function

The Sociological Function

The Pedagogical/Psychological Function

Claud Levi-Strauss

Myths reveal the underlying logic of human thought and society through analyzing myths as cultural structures and focuses on their underlying binary oppositions (strauss himself is a key figure in the field of structuralism and is considered the founder in many senses).

His main interest lied in the why myths from different cultures around the world was so similar. He answers this question by looking at the structure of myths, rather than at their content. While the content is similar, their structure is similar. This is because myth has to be told in order to exist. [4]

That's all.

Be well,

Ann A.

[1] https://criticallegalthinking.com/2020/06/12/roland-barthes-myth/

[2] https://www.tandfonline.com/doi/full/10.1080/08913811.2022.2151709#abstract

[3] https://academic.oup.com/book/2283/chapter/142402876

[4] https://www.webpages.uidaho.edu/~sflores/klageslevi-strauss.html#:~:text=A%20myth%2C%20according%20to%20Levi,%3B%20as%20timeless%2C%20it's%20langue.

[5] https://en.wikipedia.org/wiki/Joseph_Campbell#:~:text=Functions%20of%20myth,-Campbell%20often%20described&text=According%20to%20Campbell%2C%20the%20absolute,themselves%20and%20into%20that%20reality.

[linguisticdiscovery]

The Boasian Trilogy

The American Philosophical Society Library recently sent me and the Chitimacha Tribe high-resolution scans of one of the coolest parts of the archival collection on the Chitimacha language—Morris Swadesh’s draft grammar, dictionary, and text collection.

This set of three resources is called the “Boasian trilogy” or “Boasian trifecta” in documentary linguistics. Franz Boas, the father of modern anthropology, taught his students—who became the first generation of American linguists—that a language could be fully documented by producing a grammatical description, a dictionary, and set of texts/stories in the language (since texts show the grammar and lexicon in use).

Linguists have continued to follow this framework, largely unchanged, for the past century. But while early American linguists were primarily engaged in “salvage linguistics”—documenting a language for the purposes of scientific research before it stopped being spoken—modern linguists tend to document languages with an eye towards producing community-oriented materials designed to help revitalize the language. You can’t really read these older materials without an advanced degree in linguistics, but modern grammars often aim to be more accessible to the communities of speakers who are trying to relearn the language.

That’s what I’m doing with the Chitimacha Tribe as well. Using these archival materials, I’m putting together a pedagogical grammar, dictionary, and collection of stories, which I’m trying to make as accessible as possible. It’s a huge project and it’ll be years before I’m done with all of it, but none of this would have even been possible without the excellent curation of these materials undertaken by the American Philosophical Society Library in Philadelphia.

If you’d like to support the work of the Society and help enable language revitalization for other indigenous communities, check out the link:

[pwlanier]

Kupetsyan Aram Avakimovich (1928-2017) "Landscape with a bridge. Oshakan village." 1979-1980.

Oil on canvas

On the back there are author's signatures, name and date.

Painter, graphic artist. Born in the city of Prikumsk (now Budenovsk) of the Stavropol Territory. In 1946, he entered the art and graphic faculty of the Moscow Pedagogical Institute. In 1952, he was admitted to the graduate school of the Research Institute of the Academy of Arts of the USSR. From 1952 to 1954, he taught at the secondary art school (Lavrushinsky Lane). Since 1954, he has been a participant in youth, all-Russian and all-Union exhibitions. Member of MOSKh (1959). From 1957 to 1988, he worked as a senior art editor of the Soviet Artist publishing house.

Litfund

[sailorspica]

Kat, my honey, my darling, the light of my life — I've a question for you

What (if any) was the Council of Trent's influence on the art? (specifically about depicting nudity)

It's for... research purposes

mae my angel my baby.........

now I don't know that nudity was a specific concern but iconography in general, the sacred image, depictions of saints and biblical figures and with them the rennaissance system of patronage?

very vital to the catholic counter-reformation, against a growing trend of protesant iconoclasm mostly in the netherlands. the 1563 (final) session of trent mostly focuses on the doctrinal/pedagogical use of sacred art and icons, reviving debates from byzantium where people were confused about whether god/jesus/mary/others were actually present in the images, whether images were idolatry, but they leaned back into that to avoid the most compelling criticism that calvinists had for art, which is: why is the church dumping all this money into symbols of wealth instead of feeding and housing the poor?

but, the 1563 session throws in, just as a little tiny nugget:

Moreover, in the invocation of saints, the veneration of relics, and the sacred use of images, every superstition shall be removed, all filthy lucre be abolished; finally, all lasciviousness be avoided; in such wise that figures shall not be painted or adorned with a beauty exciting to lust; nor the celebration of the saints, and the visitation of relics be by any perverted into revellings and drunkenness; as if festivals are celebrated to the honour of the saints by luxury and wantonness.

what artistic license *i* think you can so take here is: people are damn hypocrites, and wealthy art patrons in the papal states who want to see nude men probably don't keep up with doctrine closely and might think they're above it. if you try to criticize them or the artists? they could deny, deny, and accuse anyone trying to censor their horny saint art commissions of being protestants. i think it fucking rocks. like you can't tell me what's lascivious or not??

one from venice a good few decades before trent:

here's the martyrdom of saint sebastian by michel coxie, just 12 years after trent, not in a papal state but still the HRE:

here's baroque ones, a century later by pietro della vecchia:

please peruse the wikmedia commons category

point is, nothing fucking changed the roman catholic church is so slow but moreover, so horny

[rjzimmerman]

Excerpt from this story from Inside Climate News:

In the U.S. and around the world, the impact of climate change on primary education is becoming increasingly difficult to ignore, both inside and outside the classroom. As heat and flooding threaten the physical environment, pedagogical—and political—debates rage over how and what to teach students about their rapidly warming planet.

Often a reflection of the political majority in a state, climate curriculums vary across public schools in the U.S., and now students themselves are advocating for more climate change education. However, these efforts have been met with mixed responses from school boards and state legislatures. 

Today, I am diving into the student-led push to expand climate change instruction across classrooms as schools struggle against the most severe climate impacts. 

In the U.S., students are speaking out to learn more about the source of the climate impacts hitting their schools. But their efforts haven’t always been met with support. 

In February, dozens of high school and college students attended a hearing in the Minnesota Capitol in St. Paul to advance a bill that would require schools to integrate climate change into their curriculums, the Associated Press reports. However, the bill was not moved forward, similar to one that New Hampshire high schoolers were advocating for in March that is now indefinitely stalled.

Oftentimes, classroom materials do not reflect current climate science. In August, Republican Gov. Ron Desantis approved a move which allows classrooms to show videos that reject the reality of climate change. Several recent studies show that while science textbooks discuss climate change, they have not kept pace with the body of new research on the subject, a trend that my colleague Kiley Bense reported on last year. 

In a recent investigation, Rolling Stone magazine and Drilled revealed that the oil and gas industry has given funding to push forward corporate goals into lesson plans produced by Discovery Education, a textbook and multimedia education provider used by half the classrooms in the U.S. In one of their lessons, which includes a logo from oil and gas lobbying organization the American Petroleum Institute, the plan advises teachers to “tell the class that in 2020, petroleum powered 90 percent of the country’s transportation.” It does not include any mention of renewable energy or climate impacts from oil-related emissions, the news outlets found.

However, other states have embraced climate change curriculums across public schools. In 2020, New Jersey became the first state to require teaching climate change at all grade levels in all subjects, from art class to physical education. Since the program began, many teachers have focused on helping kids connect with nature and brainstorm climate solutions, reports The New York Times. 

[sserpente]

A/N: Request by @iggee-rose​ and @frzntrx​. Hey, it’s October. I had to give it a spooky note. It became fluffy rather than smutty aand I guess both requests come out a liiiittle differently than I intended them to but I hope it’ll still be enjoyable! Loki took the wheel with this one, haha! Plus, there’s always more Loki smut to come anyways! ;-) Also, since you asked, my favourite ice cream flavour is Stracciatella. Enjoy, everyone!

Words: 2376 Warnings: fluff, pagan!Reader

Halloween was your unlucky day. Why? Last year, your car had broken down on your way to university. The year before that, you had misread the instructions for your box dye and ended up with green hair instead of red hair. And this year… you sighed.

Well, perhaps the streak was over? Perhaps this year, you would spend a relaxing night in front of the TV watching Hocus Pocus and drinking pumpkin-spiced hot chocolate without being pissed beyond measure?

In any case, the gods truly had interesting ways to make your life more exciting. With another sigh, you parked your car and gathered your things before heading into the university. One more year and then you would finally be able to teach modules here yourself. You had been working on your class for the entire term already: Modern Myths and Legends I – The Old Norse and Germanic Gods and Sagas.

You had made yourself quite the name with your vast knowledge about the old gods—even more so since it was commonly known that you were, in fact, pagan and had been so before Thor had come thundering to Earth to join the Avengers to stop Loki from taking over the whole planet.

Your excessive research had made you fluent in Old Norse as well as able to read the old runic alphabet and you were familiar with so many different versions of the myths your university professors had started coming to you for advice. You knew almost every single book about the Myths in existence by now, including those stored all the way in the libraries in Iceland and Norway.

The seminar you’d attend today was going to give an insight into the pedagogic value of teaching university students, with different approaches to guarantee success. Unsure of how successful that was going to turn out would entirely depend on whether Halloween was once again going to be your personal April Fool’s Day.

You made it through the foyer without any trouble at least. Your steps echoed through the empty hall as you approached the seminar room—13, ironically—and stepped inside. Your jaw dropped.

“Sir, I must ask you to leave or we will call the police!” Right there, in front of your former professor and soon-colleague, stood the God of Mischief himself. Dressed casually but still incredibly elegantly in Asgardian leather, you took in his raven hair and blue eyes, along with those sharp cheekbones and the handsome face you had seen on TV so often. It had practically burned itself into your memory, even more so because the myths that involved Loki had always been your favourite, ever since you were a child.

There was a god right in front of you. You were standing before the God of Mischief. He was real, here, in the flesh. Fuck.

Loki chuckled darkly—the sound sent surprisingly pleasant shivers down your spine as you grabbed your notebook tighter. Ever since Thor had “recruited” the God of Mischief for the Avengers, no one ever knew what his intentions were when he showed up somewhere. Most people were scared of him because of what he’d done in the past, the others met him with hostility, disgust and anger. Your professor appeared to belong to the former sort. You… you weren’t so sure right now.

Loki only snorted in response, rolling his stunning blue eyes and then—his gaze met yours.

“You,” he began, tilting his head as he narrowed his eyes. Your lips parted. You? “need to come with me. Now.”

“I… what?” Blinking, you took a step back, putting your free hand up in defence. With Loki? With him? How did he even know who you were? And what… you swallowed… what did he want from you? As fear, panic and utter fascination mixed together in your gut, you took a deep breath in order to compose yourself. With sweaty hands, you took another step back.

“Don’t panic, mortal,” Loki said, rolling his eyes. Ha. That was easy for him to say but fuck, did he look good! Up close, you were able to admire each and every single one of his features. Now that was a man one could fall in love with… even more so because you’d always had a soft spot for him. It was indeed different, however, to stand right before him, in the flesh, knowing that the threat he posed at all times was very, very real.

“M-me? What do you want from me?” You finally chirped.

Loki took a deep breath. Annoyance was radiating from him as if he’d rather be anywhere else than here. “My oaf of a brother sent me to retrieve you on his behalf. Let us say, the Avengers,” he paused, forcing himself to change his wording, “we… are facing a problem that will require… research. Research, so Stark has found, you have been doing for the last couple of years.”

“O-oh… is this about the myths? What happened?”

The professor just watched the exchange in the background quietly, too stunned to speak.

“Thor’s gloves have gone missing.”

“Thor’s gloves? But… if they’re secure on Asgard, how would they ever…”

“Ah, well you see, that is just the thing,” Loki interrupted you crudely. “They have been missing for centuries now. And with what is coming…” He didn’t elaborate and you were not quite sure whether you wanted him to. “…we will need all of the strength we can get—and that includes all of Thor’s beloved artefacts that Odin gifted to him once,” he finished bitterly. Understandably so—Loki had never gotten such cool gifts.

“And you think… I can help?”

“I believe you are very well aware of just how different the mortal myths are from our actual history. Perhaps even more so than your human mind could ever grasp but Stark is right, you might just have clues as to where the gloves disappeared to when they were stolen all those decades ago. Will you come with me now or will you be making this difficult for yourself? I was told to get you to Stark Tower by all means necessary.” His gaze narrowed. “All means necessary.”

Swallowing thickly, you shook your head. “N-no. I’ll come with you. I think I can help. Besides…” Granted, this last thing you said was a pure provocation. Some twisted part of you already liked the brooding God of Mischief. “…I’ve always wanted to meet the Avengers.”

Loki rolled his eyes yet again. With but a final nod to your professor and a gesture that signalised to him you would call him as soon as you were back home and safe, you took the arm Loki offered you and disappeared in a green mist of shimmering light.

So much for a peaceful Halloween.

-

Stark Tower was truly impressive even though every single question that left your lips remained unanswered by the very annoyed God of Mischief—in fact, he kept painstakingly ignoring you until you reached the top floor.

Your heart was still pounding so hard you feared he might have been able to hear it.

“Loki! You’re back! Oh, and you must be…” You smiled at Thor when you told him your name. The Thor. Shoot me!

“He did behave, right?”

The way Loki let out a breath it almost felt like it took him all of his willpower to not attack Thor with his bare hands. You suppressed a chuckle.

“He’s… a little intimidating,” you said, shooting him a glance. Loki narrowed his blue eyes at you.

“Good,” he responded a little too satisfied.

Gosh, you couldn’t believe it. You were standing before two actual Norse gods! Two subjects of this one topic you had dedicated your life to. It was amazing, unbelievable, incredible! You bit your lower lip to keep yourself from grinning like a maniac.

“S-so…” you began, “what can I help you with exactly? Loki mentioned your gloves went missing.”

“Ever since my father’s death and the destruction of Asgard… we have no records left. Nothing that could help us find anything. You’re… known to have acquired knowledge all across Midgard. Stark said he found out about you on the Intranet.”

“Internet,” Loki corrected him. “The Internet, Thor.”

“Yeah, that’s what I said.” The God of Thunder grinned.

“Well… I can certainly skim through any hints that might lead to your gloves. But… the records we need and that might give us some first clues, um… they’re in Iceland. In a museum.”

“How did you ever get to read them in the first place then?” Loki asked. You shrugged, the realisation of you speaking to two of the most famous gods of the Norse Myths finally kicking in.

“I was allowed to study them under supervision a few years back. They give you gloves and everything to preserve the books.”

“Then we shall take you to Iceland!”

You blinked. “W-what, when, now?”

“Yes! Stormbreaker can take us there and we’ll be back before dawn.”

“Easy, Point Break. We need you here, remember?”

Your jaw dropped. Tony Stark. The Tony Stark. You were indeed dreaming. This was without a doubt the most chaotic Halloween you had ever experienced.

“Ah, yes… allow my brother to escort you then.”

“You want to send Reindeer Games to Iceland… with an innocent young woman. Alone? Are you crazy?”

“Loki will take care. Won’t you, brother?”

The glare he received in response sent a shiver down your spine—whether from fear or pleasure, you were unsure.

“I, um… need to pack some things at least. And… I need some of my notes,” you said.

“Sounds like a plan. Loki can teleport you both directly to your place, and then to Iceland. No need for a plane ticket.”

“Actually… I’d like to go by foot, please.”

Loki frowned. “To Iceland?”

“No! To my place. I need a moment to, um… stomach all of this.”

“Understandable. But don’t take too long. The clock is ticking.”

You nodded. “I’ll be quick.”

And so, about five minutes later, you found yourself back outside. Loki trailed after you reluctantly through the streets of New York, directly past Central Park. You didn’t live too far from here. It would be fine. And you had not been lying. You indeed needed a moment to understand that you had just been recruited for a mission by the freaking Avengers. You of all people!

“Pumpkin spice ice cream, anyone?”

The ice cream vendor in the park instantly shut his mouth when he discovered who he had just offered ice cream. Loki’s dark glare didn’t make it any better. You, on the other hand, weren’t too appalled by the idea of some icy sugar to try and calm down from whatever the hell was going on. You were about to go to Iceland. With Loki. The Loki. The God of Mischief. To get Thor’s freaking gloves back.

“I could do with some ice cream,” you announced, shrugging. “I’ll be right back.”

Before Loki could even open his mouth to protest, you marched towards the ice cream vendor and gave him an honest smile—if anything to make sure he didn’t lose it completely over seeing Loki out in public.

“Pumpkin spice ice cream? That’s a thing?”

“I made it a thing this September, my dear.” He grinned. His bald forehead was covered in sweat. He’d leaned his thick hands against the counter.

“Two, please. It’s Halloween after all and…” You took a deep breath. “I’ve had a very strange day.”

“I can imagine with um… him.”

“Yeah. Thank you.” Swiftly, you handed him the money and returned to Loki with two scoops of pumpkin spice ice cream in cones in both your hands.

The utter and genuine look of surprise on his beautiful face when you offered him one made you chuckle. “It won’t bite, I promise. Pumpkin spice is a typical autumn-flavour here on Earth—Midgard. You’ll love it.” And it was a peace offering. You desperately wanted to be on Loki’s good side, wanted him to smile at you, for some reason. To genuinely… you swallowed. To genuinely enjoy your company. To like you as much as you liked him.

“So…” he suddenly said. “How come a mere human dedicates their entire life studying realms they will never have access to?”

“The stories are entertaining too, and teach you lessons. I guess…” You bit your lower lip. Was it wise to tell him of all people? But then again… you had nothing to lose. “I guess I’ve always felt a connection with those myths, and with the gods.”

Loki hummed. “I presume you have your favourite,” he remarked bitterly.

“Yeah… Y-you,” you admitted, blushing furiously in the process. Loki stopped dead in his tracks, frowning at you as you licked your ice cream. His was already melting a little.

“I mean… I know the real deal is… different from what I read about but… I don’t know… your stories always resonated. You have a way to get yourself into trouble but a solution to every problem. When you fall, you get back up, every single time, and yet… you have always been considered an outsider. I found myself identifying with that, especially as a child.”

Wow. You sounded like you were falling in love with him. And… what if you actually were? What if the cherry on top of this crazy Halloween, your heart would manage to lose itself to a Norse God? It felt like all of those puzzle pieces finally fell into place. Was that crazy? Probably. But it was way too early to talk about love. It was a crush, maybe. Especially when Loki tilted his head and finally licked his ice cream. You blinked when you watched his tongue dart out to taste it. His silver tongue.

His lips parted and then, a sly smile tugged at the corners of them.

“Well, lucky for you, it seems like we will be spending a lot of time together in the next couple of days.” You smiled, your cheeks heating up even more. You would have given anything to read his thoughts right now.

“Yeah,” you replied, knowing that the teasing that would follow this confession of yours would quite positively never stop. “Lucky me.”

[whentherewerebicycles]

I’m nervous about this workshop tomorrow and I know that’s why I’m dreading it so much/feeling so exhausted thinking about it. but I just need to remember this is less about me “proving” to these faculty that I know how to teach research and more about me facilitating discussions and activities where they can pool their collective knowledge, experiences, ideas, etc. I DO know what I’m talking about (at least in my own field!!which I spent a decade training in!!) but the more I can step out of that “I must be the all-knowing sage on the stage” mindset the calmer I’ll feel (and the more capable of acknowledging the limits of my knowledge in a productive rather than defensive way). just be relaxed, upbeat, curious, and interested, and remember that I wasn’t hired to be an expert in every single field’s research methodology I was hired to help people leverage their field-specific knowledge in more pedagogically effective ways. and THAT I feel reasonably confident I can do

[kindafooey]

Currently reading Pedagogy of the Oppressed by Paulo Freire and this shit fucking slaps 👏

[bettsfic]

hey betts! i was wondering if you had any advice on dealing with the looming dread of a rewrite? as i was writing the first draft i realized i needed to rewrite the last two-thirds of it in order to tell the story that i wanted to write. and the realization that i have to do that if i want to feel like i'm doing this story justice is daunting as hell, i won't lie. thanks for your help!

oof, i feel for you, anon. the bad news is that there isn't much that can alleviate the discomfort of your current situation. the first time i was in that space, what helped was having friends that i could send each revised chapter to and get their cheerleading. knowing they were waiting for new chapters because they were invested in the story gave me the energy to get through major rewrites.

another thing you can do is take the 2/3rds of it you're going to cut, and go through and highlight all your favorite lines and paragraphs so you can see the stuff that really matters to you. all of the highlighted material (or nearly all of it) will find a new home eventually, be it somewhere in the existing project or in a future one. it may seem like you're throwing things away, but really you're just moving some stuff around and recycling other stuff. (i wrote more about the process of throwing words away in one of my recent newsletters.)

the good news is that subsequent rewrites for future projects will get easier. once you force yourself to rewrite or rework something huge, the next time you go to draft a story, you know not to be too rigid with your first draft, because you know you'll have to rewrite it anyway.

from a pedagogical perspective, i'd also like to point out the wide angle lens here. when you're drafting anything, you're teaching yourself the story you want to tell. when you're rewriting or revising, you're writing the paper or taking the test that shows you learned the material and internalized it. sitting down to write the paper or take the test is always going to be daunting, no matter how well you know your subject, simply because the stakes are higher and you haven't articulated your thesis statement yet or know what kinds of questions will be on the test. getting a draft right on the first try is like taking a test without having attended any of the classes or writing a paper without doing research, but still getting an A. like sure, it can happen, but it's not likely. so you have to allow yourself the time and freedom to learn your own material before you can turn it into something.

which is all to say, now that you know what you want to write, once you get started with rewrites i don't think it'll be as difficult as it seems. it may even be fun because you know you're on the right path now, and you may end up building up some good momentum and becoming even more immersed in your story.

[spyskrapbook]

"Le Corbusier’s Models of Worldmaking"_ London South Bank University _ 21.03.2023 - 06.04.2023 The School of The Built Environment and Architecture at London South Bank University (#LSBU) hosts an international symposium, reconsidering an exhibition of 150+ models of Le Corbusier’s built and unbuilt projects. The Symposium will take place in: Lecture Theatre A, Keyworth Centre, London South Bank University (#LSBU), Keyworth Street, London SE1 6NG. Thursday 30 March 2023, 17:30'-20:30' Registration link: https://www.eventbrite.co.uk/e/le-corbusiers-models-of-worldmaking-tickets-592126023877 The exhibition of models is open to the public from 21 March to 06 April 2023 in the foyer of Keyworth Centre, #LSBU.   Since the early 20th century Le Corbusier’s projects have been unavoidable points of reference in architectural knowledge and practice. Their roles, however, have changed historically from avant-garde and polemic statements of icons of the modernist movement, to stigmatised and politically charged constructions, and, in recent years, to contested grounds for reflections on ethical, socially-aware, and ecologically-just practices. His projects, whether built or unbuilt, operate in the tension between architecture imagined and architecture conceived. This space in-between is precisely the quality that turns them into the driving force for progression and reconsideration of the field of architecture. Their discursive, imaginative, and projective qualities have produced socio-spatial imaginaries and expressible fantasies. The symposium celebrates an exhibition of 156 models of Le Corbusier’s built and unbuilt projects proposed for x countries. It brings together researchers, architects, and scholars to revisit Le Corbusier’s Models of Worldmaking examined through various architectural, pedagogical, and theoretical perspectives. The speakers outline a systematic form of enquiry reflecting on key experimental and methodological applications of Le Corbusier’s work, ones that could be catalysts of change or critical reflection on our radically changing profession. Convened by: Dr. Hamed Khosravi and Prof. Igea Troiani. Guest Speakers: Brigitte Bouvier (Director, Fondation Le Corbusier) Prof. Alan Powers (London School of Architecture) Prof. Tim Benton (Open University) Rene Tan (Director, RT+Q) Layton Reid (Visiting Prof. at University of West London). The event is supported by grant funding provided by #LSBU.