Showing posts with label freedom. Show all posts
Showing posts with label freedom. Show all posts

Thursday, July 5, 2012

The Coming Failure of Email

Email has replaced phone calls, letters and Fax's.  Email has become the #1 way that people communicate.  The only problem is that email doesn't work - it's a complete failure as a system - Sooo as you can tell I have a problem with email.  It's just a small issue one that sort of snuck up on me over time.  You see I have to spend a great deal of time just checking mine.

My first email account was a yahoo account - I give this account address to anyone who is really trust worthy might send me spam or in general is not a friend.  My yahoo.com was first opened in 1995 - remember 1995? - I was fooling around with it and yahoo thinks I was born in 2002 - which was a problem when I was single and trying to use there dating services.  but I digress...

My second email address is my professional storytelling address the @ericwolf.org address - this is the email you get if I think you are one of my friends, a serious business contact or someone I actually want to talk to.

The problem with both of these primary account is just that they are primary and full to the prim with stuff I don't really want or at least can't keep track of.  @ericwolf.org account is really four email addresses so you can bring the total count up to 6.  I also feed my five other websites into the so you can add 12 more emails and you get the a lot of emails you can send to me from different random places and still end up in my primary box.  Needless to say I am very careful where I send things with one of those emails.

Then I have all the other emails - I have to have lost count.

1 - ATT in there brilliance decided that to get Internet I must have an email account with them - so presto another email I never check.  Earning my hatred for something else I didnt' want but am forced to have.

2 - Facebook gave me an email with out asking me - corporate person hood anyone - if they were a person I would throttle them...

3 - I had to get a Gmail account - because you can't use certain aspects of Google services without Gmail - though I happy I had a choice.

4 - I have decided to attend graduate school next year - so I have an account there as a student I am required to have one - blah.

5 - I am teaching a class at another university - and surprise I am teaching a class there as well!

6 - Does twitter count  - well they do have direct messaging - that's sorta like email

OK here is the score - 24 separate email addresses and 8 separate places I am required to check every day or a least once a week.  Plus really the yahoo account is almost un-useable because of the HUGE amount of traffic and all the presorting that goes on each day.

That's why I think email is broken or at the very least going to completely fail in the next year. - solve this problem and I give you the world.


Tuesday, November 16, 2010

Where the hell are the all the Dyslexic Advocacy Organizations?

I know that many of the readers and followers of this inactive blog - that's a mouthful -  are not particularly interested in following politics - but to quote Howard Zen - "You can't be neutral on a moving train."

Recently I have been following with great interest the recount in Alaska and I am disturb to see that are political system is so willing to dis-enfranchize an entire group of people.  Namely people like me dyslexic folks.   The question arises - is the percentage of rejected write in ballots in Alaska related to the number of people who are dyslexic or other wise can't fully participate in a literate society?

I am going to send this question to Nate Silver of the 538 blog - I am not sure if busy Nate will have time to answer - I hope he gets to it.

Before I go into the logistics of this - here is the situation in short

Lisa M's  whose name I will not even attempt to spell - father lost a governors race to Sarah Palin - Sarah endorsed Lisa M's tea party primary opponent - Guy in checkered shirt.  Guy in checkered shirt (Joe Miller) actually campaigned - Lisa M did not - resulting in a surprise - Lisa M lost primary and Joe Miller received the Republican endorsement - which in Alaska is basically the election.

But it's personal so Lisa M declares herself a write in candidate.  Now that would be hard any way - but she has an impossible name to spell here is it is pasted from else where - Lisa Murkowski

The last federal senate write in candidate who won an election was like decades ago...  Since that time lots has changed about how we view writing and reading - I hope we live in a society that honors those who struggle with literacy and dyslexia.  Unless of course you live in Alaska - as of last week Joe Miller's campaign has been challenging any ballot that is misspelled or even written in script - as opposed to being printed.

Gets us back to the question...  is the percentage of rejected write in ballots in Alaska related to the number of people who are dyslexic or other wise can't fully participate in a literate society?

Many people who have trouble reading choose not participate in voting because they don't want to self identify and feel foolish as non-readers or below par readers.  I found some academic  papers that demonstrate a direct effect between literacy and voting in the States.

The National Institutes of Health says that "About 15 percent to 20 percent of people in the United States have a language-based disability, and of those, most have dyslexia."

Let's assume that the percentage of dyslexic people in the general population is 2% the percentage voting in the election.  Let's say that many of those people have successfully compensated by bringing in one of those rubber bands or a piece of paper with Lisa's name on it.  But let's say that roughly half of those people who are dyslexic - forgot to bring something in writing to copy or other wise are in denial.  I am a big believer in denial. or they did not vote at all.  or had the paper and still miswrote it.

I think it's fair to say that the only natural answer to arrive at is that most of the people having there ballots overturned in Alaska are the literate challenged, the dyslexic and the illiterate.

Luckily for Lisa M - she has attracted enough votes that she does not need to worry about the 8% that are being challenged by Joe Miller - that guy with the checkered shirt.  But in the meantime I have another question - where the hell are the all the dyslexic advocacy organizations?  

Where are all these expensive nonprofits who claim to have my self interest are heart?  


At what point are they going to start actaully representing and protecting the interests of the people they claim to serve?

Sunday, October 25, 2009

The Definition of Success for Dyslexic students.

Recently I was asked to present at a conference on my success as a dyslexic person.  I don't feel particularly succesful.  I have the same amount of frineds as everybody I know, maybe less.  I am married and I am a sucesful step parent.  I have a business that is not really the runaway success I want it to be (yet).  But when I turn off my fairly well developed mind of the critic.  (and where did I develop this idea of the critic you may ask? - don't get me started.)

I find that I am very succesful.  I live in my dream house to my dream woman.  I have my dream job and I work really hard at it with some very specatcular results.  If not the spectacular fiscal success - I have developed some substainsial results - and I am looking forward to even more in the coming months.

In every measure of the word success - I can say that I am successful.  I set goals and I accomplish them - I have setbacks and move past them.  I am a functioanl dyslexic person.  Except that is not really the term I would use - I am really a functional whole person.  I am something that I was never taught in school.  Somehting that is not in the curiculm.  A sum of the whole l that is harder to find then then the numbers.

I am a human being.  Dyslexia is just a term to help the world understand and forgive my limitations of my humanity.

Wednesday, July 8, 2009

The Value of Childhood


Recently a fellow storyteller Bill Harley wrote a blog post on the reality of childhood and how over protective human society has become.  Read his post on “Is childhood more dangerous now?” 

I would suggest that as the average age of our society has risen and as our society has become less spiritual, less community oriented and more individual, cynical and isolated.  We have become more afraid of death.  Death is no longer seen as natural – but instead is the elephant in the room.  Any accident any encounter with the unknown becomes an opportunity for death to stalk us or our family.  All great lies have a gleam of truth and death really is stalking all of us.  The good news that life just wouldn’t be the same with out it.  Death gives sweetness to life it forces us to face our fears it forces us to live.  We know that at some time in the future we will die and we better get our act together and do the best we can in this life because someday with or with out warning the clock will stop.

But we have denied death to our children.  Not in the sense that we have prevented it – but in the sense that we have separated it from out children’s lives.  We have bubble wrapped death in pink ribbons and video games where death means you get another life just like the one you had – isn’t that nice?

But the cool thing about the post that Bill wrote is that he is talking about a problem that has been going on for a long time – the invasion and the capitalization of children’s lives to they point were they have no time to 1) be themselves 2) be around children only spaces and 3) make there own mistakes.

But there is a whole different level to this conversation. Today much of the natural world in America as it was experienced in the 30’s 40’s and 50’s has been paved over to develop suburban housing. We have built a world were many children just don’t have the space to explore – they don’t have the excess to the opportunity.

We have built a world with out wood lots, streams or fields. This lack of access prevents the question did you play in the woods today? from even arising.

I (my family) live in the vale, a 13 family land trusted community on 37 acres of woods and fields.  We have given up real-estate speculation and gained the knowledge that our children spent time growing up building dams unsupervised in the local stream or rope swinging off a 20 foot drop or sneaking up on skunks.   Or a hundred other activates that they survived unscathed form and I never heard about.   These experiences gave them fortitude and a strength of character that can’t be duplicated by camp or school.

Saturday, May 23, 2009

The Definition of Education


Eric Wolf is a storyteller whose work can be viewed on ericwolf.org.

Words are tempting to use and take for granted.   To explore the root of words is too explore their common usage and their hidden meaning.  In the industrial revolution the schools were used to bring a rural and disparate population into the modern industrial world.

Dyslexic individuals have through there inability to function successfully in school settings demonstrated the hidden agenda of schools.  Modern schools are creating a uniform and generic cultural norm that is useful to a government that seems more interested in creating a population that is willing to follow orders then create solutions.  Dyslexic students are revolutionaries not because they want to be – but because they must be to survive.

I have written here before on the importance of growing children who maintain there ability to be creative in the 21st century where creativity is the coin of the realm.  But first let us exam in what the current idea of education is based on.  Here is the current uusage fo the word education on…

http://dictionary.reference.com/browse/education

Usage: Education, properly a drawing forth, implies not so much the communication of knowledge as the discipline of the intellect, the establishment of the principles, and the regulation of the heart. Instruction is that part of education which furnishes the mind with knowledge. Teaching is the same, being simply more familiar. It is also applied to practice; as, teaching to speak a language; teaching a dog to do tricks. Training is a department of education in which the chief element is exercise or practice for the purpose of imparting facility in any physical or mental operation. Breeding commonly relates to the manners and outward conduct.

Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.  (Bold is by me.)

--------------------

If education is about tempering the heart and ruling the emotions of the individual… if education is about getting the mind in top shape at the expense of every other aspect of the soul’s journey through life, from the emotional maturity of the students, to the flexibility of the body then perhaps it is time we admitted that the current model – the current ideal of education is completely off the track for what we want for our children.

How do we build a world where education is no longer seen as what is done to you, but instead education is what a student does to themselves because there desire and hunger for knowledge is so great.  If point of Education is temper the passions of the heart and the creativity of the soul.  Then perhaps it is time time less children were educated - the world may indeed improve.

Monday, December 29, 2008

5) Institutions serve their own agendas.


This post is part of series on 7 Principles every parent should know about dyslexic children.

All human institutions: government, corporations and schools serve their own selfish self interest. This is called politics or the survival instinct. Organizations that fail to look out for there own self interest fail to continue to exist. They may have wonderful ulterior motives, but when individuals with in these institutions threaten the legitimate ideology and psychological stability of the institution - there is a predictable response that the individual most conform to fit the situation. Dyslexic students are by definition unable to conform to fit the model that every other student in the school is able to fit. Thus a dyslexic student feels an incredible amount of stress to conform to the standards of normalcy by learning to read.

If the student is unable to conform they will be viewed by the teachers, staff and other students as a burden. This is not to say there are not exceptions to this rule, but as a parent it is very important that you understand this basic ground rule. You must learn everything you can about how your school works and what options are available, who are the best teachers, who has the best reputation as special ED support person and what legal rights you have.

Rights you have…
1) You have the right to have your child tested to be find out if your child has a learning disability. You do not have to pay for this right. This right is guaranteed by Federal Law.
2) Your child has the right to an equal playing field - The test can discover how to give your child the same access to learning and success that other students have by themselves.
3) Your child has the right to go to school in a safe environment. No child should be treated or identified as different in front of there peers. Dances caps are out!
4) Your child do not have to attend special ed classes with out your agreement. You can always appeal any decision the school makes.

In addition you may have the ability to influence the out come of your child's school year by influencing some basic choices the school makes before the year begins. Assuming your child has been tested and is dyslexic then…

1) Learn how the culture of your schools approach to children with learning disabilities. Ask around – find other children with dyslexic kids – believe me they will know weather you can go in like a lamb or a lion. They will also know who your potential allies would be.

2) Interview next years teachers and talk to parents who have attended there classrooms and choose the teacher your child will be in based on your teachers comprehension of learning disabilities.
3) Give your child an advantage by doing reading with them in evenings during the summer - you do the reading – they see you read and see how fun it is while knowing that your not going to ask them too.
4) Meet with your teacher at every single parent teacher conference. Ask to meet your teacher before school begins – Understand that your child’s teacher is probably very busy right before school starts and they may not want to meet or meet very long. Try to keep this first meeting short and too the point.
5) If the school wishes to place your child in a special ed classroom you have the right to refuse such a transfer and if all else fails you have t right o change schools. LDS children learn better when main streamed then in a focused special ed room.
6) Join the parent teacher association – be a part of your child’s school as much as possible.

When you through all the homework your child needs support with after school in the evening you might be able looking at a full or at least half time job. So why are you not home schooling again?

Good luck let me know how I can help.
http://dyslexicstoryteller.blogspot.com/

Saturday, September 20, 2008

A radical proposal.

What if we don't need to learn to read and write anymore?

What if modern video or audio technical ability has created a world where writing is obsolete.

I mean really in a video age does anyone who doesn't want to have to learn to read or write have too?
Of course those who think this will be excluded from this conversation by their practice.

Just wondering....

Hope you have been able to listen to all 7 of the Ira Glass interview clips....

Thursday, April 24, 2008

The Path not Taken

One of my kind readers asked me – so what is the other choice? If school causes so many problems and is so ineffective then what is the other option? That is a very valid question.

I am going to cover in the upcoming weeks a series of other choices besides traditional follower orders sit in a chair and do what your told public schooling.

So let’s start with the unschooling movement here are a list of unschooling conferences and seminars that you might find very interesting. IF your really into the idea that children must be seen and not heard you probably will be turned off by these folks – of course you probably didn’t read this far anyway – so there you go.

The unschooling movement is based on some simple ideas –
1) Learning is natural.
2) Parents are the best suited to raise their children.
3) Being curious and learning is in the human blueprint.

If you live near one of theses places – take the weekend to explore what is possible.

Thanks for reading and thanks for asking.

Till next week

Eric Wolf


The first place that comes to mind is the Rethinking education conference. One day I will get there – who knows when – but I will.
http://www.rethinkingeducation.com/

In Madison Wisconsin…
http://www.unschoolingconference.com/

In North Carolina…
http://www.liveandlearnconference.org/

LIFE is Good
NW Unschooling Conference
Red Lion Hotel ~ Vancouver, WA
Memorial Day Weekend, May 22 - 25, 2008
http://lifeisgoodconference.com/

Peabody, Massachusetts for the NORTHEAST UNSCHOOLING CONFERENCE
Memorial Day Weekend May 23-25, 2008
http://www.northeastunschoolingconference.com/presenters.html\

Toronto Unschooling conference
http://www.livingjoyfully.ca/conference/

Interesting site on all this - I found myself really enjoying some of the articles...
http://www.lifelearning.org

Tuesday, March 18, 2008

Cultural Inertia in Teaching

I read about the Video format wars at length last night. For you young people that's was back in the day when the superior Beta format was done in by the popular VHS format. Not because the market saw the much better qualities of VHS (Beta was better), but instead because a few middle level mangers didn’t do such a good job at marketing Beta and well just bad luck for the Beta manufactures. Many people were left with Beta machines and no tapes.

Witch reminds me of an ancient Chinese proverb I read years ago…

Student:  Why does a river flow that way?
Master: Because of the water that came first.

Well – really I made it up – but it sounds like an ancient Chinese proverb.

Culture can be like river and sometimes it is just a matter of getting there first with your flag, standard or point of view. Then improving upon what you are trying to do to make it work. The problem comes if your basic concept is flawed – because you can’t build on shoddy foundation no matter how much money, resources or time you have. The whole thing is just going to fail again and again.

Modern teaching is like that – in the middle ages monks created a standard mythical ideal of the busy copyist who is a learned scholar and this mythological ideal has stayed with us through years of reform and rethinking.

Imagine for a moment that you are sitting in a monasteries copy room, Stacks of books and scrolls fill the room. The atmosphere is hushed and quite. In one corner is monk who busy working on maps. In the main section are two or three monks working on books. There ink bottles are full and their feather pens are busy. Sun light filter into the room from distant windows and the sound of birds can be heard, but the monks do not raise there heads from the books.

The head monk is sitting on raised platform in the middle of the hall. He is keeping track of the other monks work overseeing their production and quality of there work. The chief monk is not cruel , but neither is he really interested in the personal development of each of his monks. He is more concerned that the books, maps and scrolls being copied are accurate.
This mythology lies dormant in the mind of every teacher in the world. A successful classroom is seen as hushed and quite with scholars quietly working on there separate projects. Even though being a successful copyist has little too do with any connection with the word learning.

The problem of course, is that copyists are busy copying down important facts and figures, they are not engaged in effort to study or learn something.   Also the role of the copyist has been replaced by the printing press about four hundred years ago…

Institutional teaching has had a couple hundred years to be improved, but the basic mythological ideal keeps getting in the way. It’s time we killed the copyists off – it’s time for us to cut loose the idea of that teaching is the transfer of knowledge too the ideal that teaching is the inspiration of culture.

The river flows on – why master does the rive flow that way and how do we change it’s course?
Perhaps you know the answer.


Thursday, January 31, 2008

Frankie Loves Peanuts

Once upon a time there lived an elephant named Frankie. Frankie lived in a zoo; not one of those modern zoos that you may have been to, but an old zoo with tired buildings and cracked sidewalks. You would think that this would make Frankie a very unhappy elephant, but no, he was very happy indeed. The lions were not happy, the penguins were not happy, the parrots and the monkeys were not happy, but Frankie didn’t care. He was happy.
Outside of Frankie’s window, just off to the side of his trench there was a little machine for giving out peanuts. Every day the children would come from all over town, and they would bring their lunch money and their candy money to buy peanuts for their elephant. Frankie was very happy. He would reach through the bars of his cage with his long trunk, and he would carefully pluck each peanut from the little hands that offered them. Then he would take the delicious peanuts, he would put them in his mouth, and chew each one… oh so carefully. Then he would smile, look out at all the smiling faces, and he was so very happy. Frankie loved peanuts.

One day a man in a suit came to the zoo to make sure that everything was safe and that the zoo was taking care of the animals. This man saw all the sad animals, the cracking concrete, the worn down buildings and the peanut machines. He shook his head, “We will have to close down this sad little zoo in a few years. We could sell all the animals except for the elephant. He’s too old to sell. We will have to put him to sleep and give his body to the glue factory.“ Then the man said, “Ed, stop filling up those peanut machines;. it’s too dangerous. The elephant might hurt someone. No more peanuts for Frankie.”

Ed was very sad. He had been taking care of Frankie for a long time. He knew how much Frankie loved peanuts, he knew that the man was serious about closing down the zoo and that would be the end of Frankie. He took away the peanut machines so that Frankie wouldn’t see them anymore, and he hoped that Frankie would forget all about the peanuts. The children stopped coming to see Frankie. Now Frankie was unhappy.
He stood in his cage, looked at the blue sky, and got very depressed.

One day Frankie decided not to get up. He said “This is the end. I’m not getting up ever again.” What a sad little elephant he was. Ed came in to clean Frankie’s cage. “What’s wrong Frankie are you OK?” he said, “I have a treat for you.” Ed reached into his pocket, and he took out a little bag of peanuts. But Frankie didn’t move, he was that down. Ed looked at him, then he dropped the peanuts and ran out the door to get help.

Frankie was lying there not feeling so good about himself, but he kept smelling peanuts. He looked around and there was the bag that Ed had dropped. Frankie thought he would have just one, and maybe another and then, all of a sudden, the bag was empty. Frankie was feeling a little bit better. He looked over and noticed that the door to his elephant house was standing wide open. Frankie thought, “maybe I can get my own peanuts. I’ll just take a quick look around town.”

Frankie tried to be very quite about sneaking out of the zoo. But all of the animals saw him, and they wanted to go too. The lion roared. The parrot called. The penguins splashed and the monkey yelled. Frankie ran out of the zoo fast. The man at the toll both said “Stop Frankie. Go back.” But there was no stopping Frankie. The elephant ran into town. He smelled something really good. Hmmm, what was that smell? He ran around corners, and down streets until he came to a bakery. He didn’t like bread, even if it smelled so good.

Frankie decided he needed a place to hide out so that the police couldn’t find him. He was lucky, and he found a beautiful fountain with many stone elephants. This was a great place for an elephant to hide on a hot summer day. While he was hiding in the fountain a police car stopped in front of the fountain. Frankie thought for sure he was caught; but the two officers were only having lunch at the fountain. “Where did my peanuts go?” said one of the officers, “I had them right here.” Do you know where the peanuts went? Then I don’t need to tell you. Frankie loved peanuts.

Frankie smelled another delicious smell. He followed his nose for a long time and discovered a doughnut shop. He found the doughnuts easy to carry on his trunk, but he still wanted to find some peanuts. Then Frankie smelled another scent. The smell was s so rich and full of flavor. He thought, “This must be where there are peanuts hmm… but there were no peanuts, and that shop was full of people drinking coffee. Frankie was getting discouraged. He had looked everywhere all over town, but he could not find any more peanuts . I might have told him to look in the grocery store, but he never asked me.

It was getting dark and Frankie smelled peanuts! He was so sure that he ran down a street, and over a hill. There, they are in front him was a peanut factory! Frankie ran into the factory. He looked through all the different rooms until he found a room filled with piles of peanuts. Frankie had never seen so many peanuts and his whole life. The pile of peanuts in that room was five times bigger than him! There were dump trucks and bulldozers to move the peanuts around. He ate peanuts till he was full. Then he burrowed into the pile of peanuts and leaving only his eyes sticking out.

The next day when the workers at the factory workers came back. They were surprised at how many peanuts were missing. “Where did all the peanuts go?” they asked. I don’t need to tell you. Frankie loved peanuts. The next night, after the night watchmen had been in to check on the peanuts. Frankie went exploring. He explored all around the factory until he found a little building which said, “Top-Secret” and “Keep Out”.

Elephants are very curious creatures , and Frankie couldn’t help himself . What was in that building? Was it a special type of peanut? A secret recipe?

Frankie peered in the door. He didn’t mean to break-in. He just kind of leaned on the lock a little. Then he stuck his head in the door. Then he had to get down on his knees, and crawl in the room. There were lots of peanuts in this building, each in its own special pile. Some were marked, “peanuts with honey,“ and others were marked, ‘peanuts with mustard.’ Frankie’s favorite type of peanut was with chocolate.

Frankie ate all the peanuts covered with chocolate. Chocolate is not good for elephants. He did not feel so good, and he fell asleep standing up. When Frankie woke up it was morning, and he had been caught. There were cameras taking his pictures, and women with microphones. He was surrounded by people; policeman firemen and doctors, but best of all Ed was there too.

Ed said, “Frankie you are famous. People all around the world have heard about you, the famous disappearing elephant.” Then cameras and reporters came closer to Ed and Frankie. “Why did Frankie come here?” they wanted to know. You know the answer to that question; Frankie loved peanuts.

That night Frankie got to go home to the zoo. The next morning the president of the peanut factory came to see him and Ed. He said that Frankie had made the peanut company famous. That nobody cared if Frankie had eaten all those peanuts because now everybody all around the country wanted to eat Frankie’s chocolate covered peanuts. The president of the company said that before he had been planning to close down the factory. Now he had to hire more workers, and he wanted to thank Frankie in his own way. The company had decided to give Frankie a lifetime supply of… peanuts.

That tired old zoo has been remodeled, and made into a new zoo. All the animals live there happily. In one little house there lives a very happy elephant, and every day, when the children come after-school he throws them peanuts! Frankie loves to share peanuts.

Thursday, December 13, 2007

Is Dyslexia the result of Bad Teaching?

Someone told me that they thought that a lot of children who were diagnosed as dyslexic were in reality suffering from a lack of teaching.

I don't think so - most children are over taught and the more I am involved with working with children the more I think that they need a gentle hand.

You don't teach two year olds how to read - unless they ask for it. So why do we insist on teaching at grade level so much? Studies show that it takes an adult thirty hours to learn to read at an adult level. So why do we spend years on it in childhood?

We do because the lesson is not reading - the lesson is to tame the spirit and squash the soul.   A free people can not be ruled or conquered with out there implicit permission either through non-action or lack of imagination. If the ruler can kill the idea of freedom that what need has the emperor for the sword or the boot?

Dyslexic people are people who have less toleration for the crap that the rest of us call learning by route.   A throughly discredited form of learning that has no business being in the same room with small children or adults - unless invited by there passion and sheperared by there own desire.

With  Love

Eric Wolf