I'm late. I was busy.
Yesterday was the 4th of May. I mean, May the 4th.
It only works in that crazy, mixed-up way the USers do their dates, but yesterday, May the 4th, was Star Wars day -- may the fourth be with you.
I've never been that much of a fan of Star Wars. I mean, the Star Wars idea is grand and exciting, with exotic places and people, and I wanted to like it. But I always found the movie stories kinda bland and boring. The poor storytelling killed most of my interest in it.
But while it didn't catch my interest in a big way, I never really thought there was anything especially bad or wrong about the Star Wars creation.
That is, until I watched this YouTube video by Jonathan McIntosh. The heart of the criticism starts five minutes into the video. I warmly encourage you to watch it.
Any attempted explanation by me is only going to be a poor second to McIntosh's excellently clear and sensitive account. But in brief, McIntosh points out the dangerously wrong beliefs (and their actions) that the Jedi have regarding emotions and raising children. The Jedi have the best of intentions, but nonetheless cause huge amounts of pain and suffering because their understanding of people is so badly wrong.
This video is not merely some intellectual exercise nitpicking an imaginary movie world. It is also directly relevant to our modern world -- how we interact with each other and how we raise our children. There are plenty of excellent observations and good advice.
McIntosh has a good number of other thoughtful videos at Pop Culture Detective. It is well worth watching his other videos there, too.
Saturday, 5 May 2018
Sunday, 29 April 2018
Crash Course
Back in January, I mentioned that we had been watching the Crash Course YouTube channel as part of our*** Social Studies learning.
(***And when I say "our" I officially mean Mulan and Miya, but I am learning a lot, too.)
Most days we watch it together for something like 20-30 minutes, while eating our lunch. We stop and start it, as appropriate, chatting together about any ideas that jump out at us. Crash Course has fitted into our studies very nicely, and we thoroughly recommend it.
So, this is just a quick update of which courses we have done or are doing.
We have completed:
We are following:
And we are partway through:
The Kids series was great for Miya, as it was much more her level in terms of being slower, shorter and simpler. But it also worked well for Mulan, filling in some gaps and solidifying concepts.
I think the girls liked the Mythology course best, because of the storytelling aspect to it. They both also especially chose Theater, and really enjoy each new episode as they come out. But all courses have been good in their own way.
UPDATE (6/5/2018): After watching about five episodes each of History of Science and Media Literacy, we've decided that both are going a bit fast for Mulan and Miya. We'll stop those for now, and try out Film History and Production.
(***And when I say "our" I officially mean Mulan and Miya, but I am learning a lot, too.)
Most days we watch it together for something like 20-30 minutes, while eating our lunch. We stop and start it, as appropriate, chatting together about any ideas that jump out at us. Crash Course has fitted into our studies very nicely, and we thoroughly recommend it.
So, this is just a quick update of which courses we have done or are doing.
We have completed:
We are following:
And we are partway through:
The Kids series was great for Miya, as it was much more her level in terms of being slower, shorter and simpler. But it also worked well for Mulan, filling in some gaps and solidifying concepts.
I think the girls liked the Mythology course best, because of the storytelling aspect to it. They both also especially chose Theater, and really enjoy each new episode as they come out. But all courses have been good in their own way.
UPDATE (6/5/2018): After watching about five episodes each of History of Science and Media Literacy, we've decided that both are going a bit fast for Mulan and Miya. We'll stop those for now, and try out Film History and Production.
Saturday, 28 April 2018
More sexism in Auckland homeschooling?
(Updated and moved to the front 28/4/2018)
This is the third time I've noticed it. I hope it's a coincidence, and not a pattern.
This is the third time I've noticed it. I hope it's a coincidence, and not a pattern.
In each instance, the style of sexism is similar -- that boys do "boy" things and girls do "girl" things, and it's inappropriate for boys to do "girl" things to the point where boys are actively excluded from these "girl" things.
I wrote about the first time here, regarding the role of dads in homeschooling.
I wrote about the second time here, regarding boys doing ballet.
This third time it's about boys doing sewing. I'll explain.
Our local homeschool organisation (HASCA) helps organise various activities for homeschooled children. One of the activities it organises is sewing classes. Their ad is here.
On Thursday 19th, an email was sent around our homeschooling community advertising these sewing classes:
Title: Sewing Tuition for girls aged 9 to 13 years -
BE QUICK! [HASCA member subsidy available]
Dear members,
I have only two spaces left now for the term 2 Sewing Class. If your daughter is between the ages of 9-13 and keen to participate, let me know asap!
...Cost : $85.00 for HASCA members (HASCA subsidised fee), or $170.00 for non membersPlease let me know as soon as possible if you are keen or would like more details.
I checked the website ad, and it similarly states:
The programme offers sewing tuition to home educated girls aged 9 to 13 years.
I replied to the ad to clarify things, getting an immediate response. And indeed, yes, HASCA does subsidise a girls-only sewing class but does not subsidise, or for that matter even offer, any equivalent classes allowing boys. In fact, the only class that HASCA subsidises is this girls-only one (via a donation from an external charity organisation).
The reasoning, I was told, was that HASCA is linked with a for-profit company (Sew Inspired) that runs these sewing classes. The sewing teacher used to run classes that included both girls and boys, but recently has decided to change her lessons to make it only for girls, as she prefers it that way.
HASCA command recognises that this is not so good, and say they are working towards a solution.
Well, it seems to me that the obvious solution is that HASCA should not be subsidising and organising this girls-only class, when there's no reason for it being girls-only except that the teacher likes it that way. HASCA should stop enabling and supporting such blatant sexual discrimination, and their only charity-funded subsidies should not go to a sexist class.
I said as much to HASCA command,and have received no reply back.
I also recommend that families who have signed up for sewing lessons at Sew Inspired stop until this problem is corrected.
UPDATED 28/4/2018: Great news, and problem solved. The class is now allowing boys. Today, a new email ad was sent out to the local homeschooling community, and the HASCA website details the adjusted course. HASCA command also emailed me personally with the news. Thanks!
The reasoning, I was told, was that HASCA is linked with a for-profit company (Sew Inspired) that runs these sewing classes. The sewing teacher used to run classes that included both girls and boys, but recently has decided to change her lessons to make it only for girls, as she prefers it that way.
HASCA command recognises that this is not so good, and say they are working towards a solution.
Well, it seems to me that the obvious solution is that HASCA should not be subsidising and organising this girls-only class, when there's no reason for it being girls-only except that the teacher likes it that way. HASCA should stop enabling and supporting such blatant sexual discrimination, and their only charity-funded subsidies should not go to a sexist class.
I said as much to HASCA command,
UPDATED 28/4/2018: Great news, and problem solved. The class is now allowing boys. Today, a new email ad was sent out to the local homeschooling community, and the HASCA website details the adjusted course. HASCA command also emailed me personally with the news. Thanks!
Some homeschoolers give homeschooling a bad name
(Updated and moved to the front 28/4/2018)
Paul Ens gives the details.
Alberta Home Education Association, you got it badly wrong on this one.
UPDATED 28/4/2018: Paul Ens replies to AiG (Answers in Genesis) misinformation regarding this homeschooling conference.
This is yet another example of how AiG and Ken Ham have almost zero credibility about anything -- the repeated lies, deceit and bad rhetoric is surely obvious to all.
And as for the Alberta Home Education Association, actively blocking open discussion of ideas is not a good way to educate children.
(As an added bonus, for those living in Australia or New Zealand, you may be interested in the discussion of Israel Folau at 7:07 min.)
Paul Ens gives the details.
Alberta Home Education Association, you got it badly wrong on this one.
UPDATED 28/4/2018: Paul Ens replies to AiG (Answers in Genesis) misinformation regarding this homeschooling conference.
This is yet another example of how AiG and Ken Ham have almost zero credibility about anything -- the repeated lies, deceit and bad rhetoric is surely obvious to all.
And as for the Alberta Home Education Association, actively blocking open discussion of ideas is not a good way to educate children.
(As an added bonus, for those living in Australia or New Zealand, you may be interested in the discussion of Israel Folau at 7:07 min.)
Thursday, 26 April 2018
Anzac Day
We attended the Anzac Day dawn parade at Browns Bay yesterday morning.
It was an early start -- dawn is pretty early, you know. To prepare for it, the girls had progressively earlier bedtimes for a couple of night prior. And as a result, I was up at 5:30 this morning.
But, first world problems, as they say.
Personally, I think the Anzac Day message is about the horrific evils of war. That war should only ever be the last resort. Not the rhetorical last resort. But the really, genuine last resort. Almost all wars weren't the last resort.
The personal, individual stories should tell us that. Those who died. Those who survived, but were broken by their experiences. And also, importantly, those who refused to participate -- yes, let's include remembrances of Archibald Baxter and other conscientious objectors on Anzac Day.
These stories, sadly, need publicly retelling. For some weird reason, people otherwise start to imagine glories and excitements.
Some of the messages we get on Anzac Day, in my opinion, are not so great. A couple especially stood out for me yesterday.
The first incident happened during the parade march. The various uniformed groups (music band, returned servicepeople, currently military, police, emergency workers, scouts, guides, etc) walked along the closed-off road, past us crowds lining the sides. The road was wide enough, and the marching groups were small enough, such that they only took up about half the width of the road. Most marching groups chose to march fairly much in the middle of the road, or a little over towards our side, where almost all of the crowds were. The police group, however, chose to march really close to us crowd, within centimetres of our noses, leaving the other side of the road completely empty.
Why did the police group uniquely do this? Intimidation? Toxic masculinity? I'm not sure, but, at least to me, their walk past had a different feel than any of the other groups.
The second incident happened during the speeches after the parade march. During the speeches, it was amazing how many times the word "freedom" was used. Fighting for our freedom, the ultimate sacrifice for our freedom, protecting our freedoms, and so on. What disturbed me was the distinctly nationalistic propaganda feel to these "freedom" speeches.
It would be okay if these wars actually were about fighting for our freedom. But for the most part they weren't (the Second World War might arguably be the exception, though it is complicated by the post First World War injustices inflicted by the victorious Allies). In fact, some of these wars, if anything, were quite the opposite. Think about the reasons for Gallipoli.
Rewriting history for nationalistic propaganda is a bad idea. Perhaps the Anzac Day message should also be about that. In another universe, Anzac Day may even be a time for New Zealand to formally apologise to Turkey for its part in the invasion -- New Zealand's attempt to forcefully take away the freedoms of others.
It was an early start -- dawn is pretty early, you know. To prepare for it, the girls had progressively earlier bedtimes for a couple of night prior. And as a result, I was up at 5:30 this morning.
But, first world problems, as they say.
Personally, I think the Anzac Day message is about the horrific evils of war. That war should only ever be the last resort. Not the rhetorical last resort. But the really, genuine last resort. Almost all wars weren't the last resort.
The personal, individual stories should tell us that. Those who died. Those who survived, but were broken by their experiences. And also, importantly, those who refused to participate -- yes, let's include remembrances of Archibald Baxter and other conscientious objectors on Anzac Day.
These stories, sadly, need publicly retelling. For some weird reason, people otherwise start to imagine glories and excitements.
Some of the messages we get on Anzac Day, in my opinion, are not so great. A couple especially stood out for me yesterday.
The first incident happened during the parade march. The various uniformed groups (music band, returned servicepeople, currently military, police, emergency workers, scouts, guides, etc) walked along the closed-off road, past us crowds lining the sides. The road was wide enough, and the marching groups were small enough, such that they only took up about half the width of the road. Most marching groups chose to march fairly much in the middle of the road, or a little over towards our side, where almost all of the crowds were. The police group, however, chose to march really close to us crowd, within centimetres of our noses, leaving the other side of the road completely empty.
Why did the police group uniquely do this? Intimidation? Toxic masculinity? I'm not sure, but, at least to me, their walk past had a different feel than any of the other groups.
The second incident happened during the speeches after the parade march. During the speeches, it was amazing how many times the word "freedom" was used. Fighting for our freedom, the ultimate sacrifice for our freedom, protecting our freedoms, and so on. What disturbed me was the distinctly nationalistic propaganda feel to these "freedom" speeches.
It would be okay if these wars actually were about fighting for our freedom. But for the most part they weren't (the Second World War might arguably be the exception, though it is complicated by the post First World War injustices inflicted by the victorious Allies). In fact, some of these wars, if anything, were quite the opposite. Think about the reasons for Gallipoli.
Rewriting history for nationalistic propaganda is a bad idea. Perhaps the Anzac Day message should also be about that. In another universe, Anzac Day may even be a time for New Zealand to formally apologise to Turkey for its part in the invasion -- New Zealand's attempt to forcefully take away the freedoms of others.
Tuesday, 24 April 2018
Some readings
This sounds right to me -- the excerpt here, the full article here.
And another one (which, while right in the factual sense, is anything but in the moral sense).
And another one (which, while right in the factual sense, is anything but in the moral sense).
Sunday, 22 April 2018
Chomsky and Pikachu
Pedro Reyes points out:
It is a common strategy when teaching ideas to kids to leave out the names and dates -- let the kids encounter, or discover for themselves, the ideas. That's all well and good, and sometimes it's an excellent teaching strategy.
But yeah, kids are good at learning Pokemon names. We just need to find ways of making Aristotle, Galileo, Leibniz, Kant and so on as attractive as Pikachu et al.
After I became a parent I found myself wondering, if kids can learn 300 names of Pokemon and 'Star Wars' characters, why not some history?Excellent point.
It is a common strategy when teaching ideas to kids to leave out the names and dates -- let the kids encounter, or discover for themselves, the ideas. That's all well and good, and sometimes it's an excellent teaching strategy.
But yeah, kids are good at learning Pokemon names. We just need to find ways of making Aristotle, Galileo, Leibniz, Kant and so on as attractive as Pikachu et al.
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