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October
1999 Issue
#7 ============================================================ This is
the companion newsletter to Mrs. Young's Super Charged
Educational Voyage Janet Young, Newsletter Developer, Editor and
Co-Author Subscribe: http://educationcompanion.listbot.com/ Archives:
http://www.fortunecity.com/millenium/garston/49/archives.html ============================================================
====
IN THIS "EDUCATION COMPANION" NEWSLETTER ==========
+ Welcome Message /
Announcements ~ Janet R. Young
+ Mrs. Young's "New Pages
On..." CHRISTOPHER COLUMBUS UNITED NATIONS
HALLOWEEN
+ The Education Companion Survey ~ Last month's poll
results ~ The June poll: Summer Homework
+ CONTENT AREAS ---
Current trends, opinions, tips, etc.
~ Janet R. Young's: The
Editor's View ~ EDUCATIONAL ASSISTANTS- UNSUNG HEROES
~ Dr.
Robert Kizlik's Teacher Education 101 ~ TEACHER EDUCATION
STANDARDS
~ Tammy Bailis' Senior School Musings ~ NEW SEASON -
MATH WELCOME
~ Life is One Big Classroom with Joan Berger ~ I
WANDERED LONELY AS A CLOUD......
~ Technically Speaking with Kathleen A.
Catapano ~ CHANGING THE WAY WE TEACH...
~ Including the
Physically Challenged With Sheila Estes ~ THE JOY OF MUSIC
~
Steve McCarty's East-West Perspectives from Japan ~ "THE WOMAN
DIVER": DISCOVERING EAST ASIAN VALUES IN A BUDDHIST
FOLKTALE
~ Audrey Ciuffo's Library Connection ~
BOOKS TO HOWL ABOUT
Welcome to the September
issue of The Education Companion.
IN THIS ISSUE: Our Editor, Janet
R. Young starts off with a copy of a post she made in support for classroom
Educational Assistants. Tammy Bailis shows us how she brings the music
of math to life in the classroom in "New Season - Math Welcome." The
music plays on in Sheila Estes' series on inclusion, in her article on "The
Joy of Music" in her son's class. Dr. Robert Kizlik discusses the
importance of "Standards in Teacher Education." On the same track, is
Kathleen A. Catapano's column on ensuring that new teachers will be able to
implement technology in their classrooms. We are delighted by a "lofty"
article by Joan Berger on a fantastic weather project, in "I Wandered Lonely
as a Cloud..." We are treated to a wonderful cross-cultural
[Buddhist] folktale lesson by Professor Steve McCarty. Bring your
students to a frenzy of October reading with ideas from Audrey Ciuffo's
offering of "Books to Howl About!"
~Janet R. Young (AKA: Mrs.
Young)
>>>Feel free to forward this to friends and colleagues,
if copied in its ENTIRETY.<<<
==== TEAM MEMBER UPDATE
====================================
~ Congratulations to Bonnie Bracey
on her recent move to her new home.
==== WEB SITE REACTIONS
====================================
~ Web Site Productivity Survey
~ Take a few minutes to share your needs regarding this web site. AOL
USERS PLEASE NOTE! Just send a plain old-fashioned email to mailto:[email protected] .
Your forms DO NOT get sent to me. When you fill out the form, all AOL
send is a blank email. Just start with the plain E-mail and give
me a few sentences telling me how to better meet your needs.
Offer article topic ideas to our Education Companion authors. Be
heard! http://www.fortunecity.com/millenium/garston/49/survey.html
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "THE
EDUCATION COMPANION SURVEY!"
THE RESULTS OF THE LAST POLL
THE
QUESTION WAS: Do you feel that teachers and students benefit from teachers
"getting the scoop" on next term's students from their previous
teachers?
POLL RESULTS:
The votes were 50/50 of whether teacher
should "get the scoop" on incoming students!
- - - [ED. NOTE]
None of the pollsters who voted provided comments to post. If you have
an opinion you would like posted, indicate it at the top your "Poll Vote"
message. Make sure that you state 'how' you want your comments
signed.
>>>END<<<
---------------------------- THE
"October Poll!" ----------------------------
As school gets back into
full swing, many classrooms are staffed with two adults, a Teacher and an
Educational Assistant. This issue came to the forefront via a posting
on another list to which I replied. My reply in below in this
newsletter. Do you feel it is necessary to have an extra person in the
classroom?
What do you think?
Here are two camps.
1:
Yes, I think it is money well spent to have two adults in
the classroom. An Educational Assistant can provide individualized
assistance to students who need extra help. An Assistant can perform
clerical duties, which free up the teacher to work more with the
students. Having an extra pair of hands and eyes in a classroom, offer
the opportunity to better assess student performance and needs.
2: No,
I think it is a waste of money to have an Educational Assistant in the
classroom. One salary is enough. If a teacher is truly
qualified, then they should not need another person in the room to help
them.
How do you feel about this?
Do you believe that it is
desirable to have an Educational Assistant in the classroom with a
Teacher? Share your opinion now!
I will post relevant list member
ideas on the next issue. I do prefer to share opposing
views. However, in order to do this, folks need to share their
comments in addition to just voting on the current poll.
If
you want your comments posted here follow this procedure:
-->Be sure
to include a short signature tag to follow your comments. This can include
your name, location, organization/company and other information you feel
would make you accessible to others who may want to exchange ideas with
you personally. Do not put any information you want private
(like an email address or unlisted phone number!) I will not post any
comments that are abusive, contain expletives or are not of a "G"
quality. We all know what that means... I will also email
you back to confirm that you want your comment posted.
To vote YES- I
agree, it is valuable to have an Educational Assistant in the classroom with
the teacher, go here: E-mail: [email protected]?subject=Oct_YES
To
vote NO- I disagree, it is NOT valuable to have an Educational Assistant in
the classroom with the teacher, click here: E-mail: [email protected]?subject=Oct_NO
The
survey results will be posted in the next issue of The Education
Companion!
====
THE CONTENT AREAS ==================================
~ Janet R.
Young's: The Editor's View ~ EDUCATIONAL ASSISTANTS- UNSUNG
HEROES
[The following is a copy of a reply I made to an administrator
list regarding a member post by a teacher who was vehemently opposed to
working with an assistant. This teacher felt that she had no time to
"train" someone to do their job, that her district's training for assistants
was ineffective, and that she can do the job herself "just fine."
For copyright and privacy concerns, I have not copied the person's post,
or listed the name. I welcome your views on it, which can be added to
your email on this month's "POLL."]
[MY POST FOLLOWS...]
I
usually lurk on this list, but I have to reply to Jennifer's post.
I understand that Jennifer is uncomfortable sharing her classroom
with anyone with fewer credentials than a "certified teacher." It can
be difficult working with a partner, and a negative experience, can be
hard to put aside. Teaching the whole class, with someone else in the
room working individually with a child and talking too loudly can be
a distraction and frustration for the students and teacher. However, as
an early childhood teacher, I have to point out that one does not need to
be a "certified" teacher to provide highly valuable, effective support
and encouragement, not to mention indispensable educational
contribution. After all, someone invested a great deal of energy in his or
her classroom to train you, when you were interning as a student teacher!
Working with an Educational Assistant, like team teaching, requires
a commitment by both parties. You MUST conference together and
establish both of your functions, and how you can best both work together
to accomplish those goals. There is no "Mommy vs. Daddy," when both
parties clearly establish the ground rules. Whether you have a class of 35 or
15, there is nothing more valuable than an extra pair of eyes and
hands. Little ones need all the help and encouragement they can
get.
Working with a partner must be a sensitive and highly focused
partnership. Everyone must be on the same page. If you are working with
someone who is new, and not trained the way "you want them to step in and be
trained," then exercise the sensitivity and organizational skills you use to
help your students, to guide your assistant along. Courtesy is a way of
life. The time and energy you put in during the first few weeks, building
a partnership, will reap benefits for the rest of the year for both
your students and you. If you are one of the fortunate ones, you will be
able to work with your "partner" for years to come, as I have. My Educational
Assistant is not a "certified" teacher. She has gone to school over the years
and earned an Associates Degree, among other certification. Her input and
advice for students, parents and myself, is a gift I always cherish. We may
not agree on everything, but we respect each other and tag-team in the
classroom with the ease that old partners develop over time.
If you
are experiencing personality conflicts, you need to address the problem and
move on. No one is perfect. We all have our own little personality quirks.
You may want to get the advice of a more senior teacher or supervisor, on how
you can better cope with your new partner. A poor previous partnering
relationship does not mean that every future one will be as disappointing.
If your district is supportive enough to fund positions for school
aides and educational assistants, rejoice. Revel in the knowledge that you
can team up with someone who has the same goals as you- to help the
children! We all started as newbies, regardless of our title. No one comes
out of college and steps into the classroom as "Perfect Teacher." All of
us struggled, made mistakes, and grew. We got help from others along the
way. Admittedly, there are times, when it is apparent that an assistant
or teacher made a poor career choice. That they are not cut out to hold
those positions. Then changes need to be made. This is, to my experience,
not the rule, but the exception.
Since (Person X) does not have an
assistant right now, she can run things without having to share her energies
with an assistant. Just bear in mind, that working with anyone, a
student, a parent, Educational Assistant or Team Teacher, requires solid
planning and commitment from all parties for an effective end.
The
following links offer more on this subject:
Inclusion: The MESH Manual
for Inclusive Schools: Teamwork http://www.newhorizons.org/spneeds_meshteam.html The outline here is generic to all, not just the intended audience.
This spells out organization clearly. Conferencing forms and
additional materials are free to print!
======================================= ~
Tammy Bailis' Senior School Musings ~ NEW SEASON - MATH WELCOME
The
academic year has begun -- and now that I am not teaching in a
school anymore, I rather miss meeting a group of new students for the first
time. Therefore, I have decided to greet you, my readers, with the
usual goings-on you would have witnessed had you been a new student in my
math course.
Once they were all seated and quiet, I would ask my
students: "How many of you are completely convinced that math is difficult --
that you are not smart enough to understand the material in this course?" I
rarely had to coax a response. Most of them thrust their hands up vigorously
and grinned at me sheepishly -- as if to say -- "She really knows where we're
at!"
"That's not fair!" was my unanticipated response. "If you people
walk in here thinking that way, I haven't got half a chance of succeeding at
my mission to teach you math. Give me a break!" Invariably, they
laughed. They had never heard it put quite that way before. I then made
them promise me that they'd psyche themselves up to be smart whenever they
were coming to math class. "You won't believe how easy math can be if you
just adjust your attitude to "open" instead of "blocked". And one more
thing. Open your ears. Listen to the math words because they tell you all
you need to know."
"Next question. Who believes that math is
absolutely useless in everyday life?" A few hands went up like a shot. These
folks were thoroughly convinced that math had nothing to do with reality. I'd
look at them seriously and ask "Do you shoot pool? Do you bowl? Do you buy
stuff?" They'd answer "Yes." "Well, you need math to do all those things."
Then I really got them interested. "Do you like music?" I'd ask. "Of
course," they'd say "but what does music have to do with math?" "Music is the
sound of math" I'd answer. And of course they'd ask "HOW?"
I would
tell them a number of things. "What does the maestro do when he wants the
orchestra to start playing?" I'd ask. After a second or so, someone would
say, "he counts." "Well if he counts, he's using math, isn't he? Another
thing. You all know about Pythagoras and his theorem and that he was a great
mathematician. However, most of you don't know that Pythagoras became a
mathematician because he was a frustrated musician. He was a composer of
songs but his frustration arose from the fact that he didn't have a language
with which to express his music. He went to Egypt to study math so he could
write his music. He realized that math is the language of music. Every note
in a music score is a mathematical symbol for a frequency and a time
interval. Every rest represents a time interval too. One who can't count or
measure time, can't play music. When you look at a word, it means something
very specific to you just as when a musician looks at a musical
phrase."
This impressed most of them. However, were still a few who
were skeptical, so I told them this story. I am not only a math
teacher. Amongst many other things, I'm also a singer/songwriter, record
producer. The first time I was working on a recording project without
production help, we had a marvelous time recording the 24 tracks of drums,
vocals, guitar etc. Then, however, it was time to mix all that sound down
to 2-track stereo. I had no idea what "mixing" meant. So we put the
project on hold, I took home a cassette of the music we'd recorded and went
to work trying to learn how to "mix". For 6 months, I listened to that
tape from upstairs, from downstairs, with the headphones on, with
the headphones off -- but I didn't figure out a thing.
The "Eureka
Moment" came on the second day of Christmas vacation. I was listening to the
tape and trying to visualize an event that was similar to the mixing of the
sound. That's when it came to me. I had to graph my mix. I realized that I
was trying to put symmetry to the sound. Symmetry means a graph to me -- so I
got a pad of graph paper, graphed my mix, called my recording engineer and
told him to book some studio time, we were going to mix.
In the
studio, I handed the graph to my engineer and said "Mix it like this." He
did. I heard in my ears exactly what I had heard in my mind when making the
graph. Therefore, math can make you a better record producer as well as a
better bowler, shopper or pool shark.
Have a good time in math
class. If you run into trouble, there's a news group named
alt.algebra.help where you can usually get good explanations and assistance.
I'm presently working with a team of people to set up a math tutoring service
online and have just completed Mathways Volume 1, a workbook on pre-calculus
math, which will be available online, hopefully by next January. For now,
it's in book form but that's about to change.
~ Tammy Bailis, Montréal,
Québec BA (McGill U.) Masters in Teaching Mathematics (Concordia
U.) Author: - Mathways, Volume 1: covering pre-calculus
Algebra, Euclidean Geometry and Analytic
Geometry. - Sinostrology: A Guide to the Zoo (published 1998 by The
American Federation of Astrologers); (French version published 1990 by les
Editions de Mortagne) E-mail: [email protected]
======================================= ~
Including the Physically Handicapped with Sheila Estes ~ THE JOY OF
MUSIC
It is hard to realize that it is time for the first grade cards
to be issued. As the parent of a high school Senior, the time seems to be
flying.
Nate is doing well this year with his classes and has some
very companionable aides. He has joined a couple of clubs and is an
office assistant. Despite his limited physical abilities, he is able to
deliver messages to the classrooms, sort mail and stuff envelopes. He enjoys
the camaraderie with the staff and other assistants.
He continues in
band with a very understanding teacher. Being a part of band, art or choir
is just as important to the physically challenged student as to any other.
Perhaps more so because of the inability to play sports. Nate began by
playing a B flat clarinet. We used a neck strap to aide in holding the
instrument. As his muscle strength deteriorated, the school loaned him an E
flat clarinet which is shorter and less heavy. He could rest it on the edge
of his wheelchair seat for better control. Although the E flat clarinet
is seldom used in this area he could play the same music as was written for
the alto sax. When the fingering became too difficult he switched to
percussion. As there are many instruments in that section he was allowed to
play a variety. A favorite of his was the high hat cymbal. We purchased
a small electronic drum set which can set on a small table and produce a
variety of sounds. For performances, the teacher hooks it into an amplifier
and Nate remains a contributing member of the band. This experience has
allowed him to feel he belongs to a student group working together to
produce a beautiful creation.
The first several weeks of school in the
fall is the marching season for band. During his first year of band,
Nate would play the clarinet while someone would push him in his manual
chair. After that he was in a power chair and couldn't play and drive at the
same time. He was excused during the marching season and rejoins the group
when their competitions are over. Some bands have a "pit" area for
students unable to march. During contests they play in a designated side
area near the performing marchers.
When the concert band goes to contest
the school arranges for the handicapped needs bus to go, so Nate can attend.
Occasionally his father or I would drive him in our van or ride the bus
to assist with any of his needs.
Participating in competitions,
performing with a group and learning to create music or art is a valuable
growth experience that needs to be extended to those with limited
abilities. With a little creativity, these students can be worthwhile
additions to the group.
Sheila Estes, Greentown, Indiana USA Writer
and Guest Inspirational Speaker. Mother, caregiver and personal slave to son
with Muscular Dystrophy Creator and author of Mr. Leviticus, the Library
Kitten. E-mail: [email protected]
======================================= ~
Dr. Robert Kizlik's Teacher Education 101 ~ TEACHER EDUCATION
STANDARDS
Everyone who knows anything about education eventually comes to
the realization that competent, motivated teachers are an indispensable
component of the total process. Competence is gained in a myriad of ways,
but motivation comes from something deeper and more personal. In my career,
I have seen every combination of these two attributes. The worst, of
course, are incompetent, unmotivated teachers. They are the poison pills
that taint and besmirch the profession. How such persons became teachers in
the first place is problematical, but it is a safe bet that many who
become a part of that two million new teacher cohort in the next ten
years will be incompetent and unmotivated.
Ah, but we have standards, you
say. Nowadays there are seemingly standards for everything, including
teacher education. At least two major organizations both share and
compete for recognition. One is the National Council for Accreditation
of Teacher Education (NCATE) and the other is the Association of Teacher
Educators (ATE). Both proffer standards for how teachers should be educated.
I think the readers of this would benefit by visiting the web site of
the ATE and looking at the standards they propose. After reading them,
ask yourself whether a competent, motivated individual would want to
"experience" all that for a beginning salary that is often times less than
the beginning salary of a municipal sanitation worker. No offense is
intended about the relative merits of teachers and sanitation workers, as
our society needs both.
~
Dr. Robert Kizlik, Boca Raton, Florida, USA Associate Professor, Florida
Atlantic University Social studies, curriculum, educational technology,
thinking skills Member, Phi Delta Kappa, ASCD. Editorial Board, International
Journal of Instructional Media Publications include articles on dropout
prevention, thinking skills, writing objectives, teacher education and the
popular culture, curriculum innovation, and using standardized test scores to
predict academic success. My web site is ADPRIMA: Serious educational tools
and information. URL: http://www.adprima.com E mail: [email protected]
======================================
~
Life is One Big Classroom with Joan Berger ~ I WANDERED LONELY AS A
CLOUD......"
Have you ever just sat and contemplated a cloud? What
images they can conjure up! The possibilities of curriculum involvement
with clouds is monumental, and best of all, I have got one great science
activity where your students will be assisting NASA in keeping their
satellite data on track, the CERES S'COOL Project.
This project can be
used on any level with additional teacher involvements for lower levels. You
can balance what the students handle and what you handle to make it work for
you.
There are currently three satellites orbiting the Earth,
gathering data to help analyze climate and the impact clouds have on the
changing climate and weather patterns: TRMM, NOAA 14, and NOAA 15. Ground
observations are needed to help determine if the readings of the satellites
are on target.
In the S'COOL project students coordinate their
observations within 5 minutes (or at most 15 minutes) of the satellite's
overpass. Their observations are used to validate what the satellite is
seeing and is an integral part of the research being done by the Clouds and
Earth's Radiant Energy System (CERES) team at NASA, Langley Research Center,
located in Hampton, VA. (The information to register for this free
project and materials is in the info that follows.)
The observations
include determining cloud type by comparing what they see with charts,
(which the project will mail to you or you can use other sources)and
percentage of cloud cover. They also need information on ground conditions:
clear, dry, wet, snow covered, etc.
The overpass time is determined
by the latitude/longitude coordinates. This is put into your database
and is automatically taken into account when you request a schedule of
passovers.
To begin the project, give your students a background about
the various aspects of weather predicting and what the elements are that
make up the weather. You will need to teach them about temperature,
barometric pressure, and humidity vs. relative humidity, and cloud formation.
Talk about how clouds form when they exhale outside in cold weather, or
create condensation on a cold pane of glass with their breath. Demonstrate
how to create a cloud using a cloud chamber. Then, using the chart the CERES
project will send you, learn to identify clouds by their shapes and
altitude. For relative humidity, make simple sling psychrometers (how-to
info comes in material sent by project) from small thermometers. Teach how
to read the temperature of the dry and wet bulbs. Then, using the chart
sent in the materials, determine the relative humidity. You can always
take whatever readings you need directly from the local weather station or
Internet weather site that you frequent if this is too cumbersome or
time-consuming for you.
Next, look over the observation report form,
which is on the website. To determine when you will observe go directly to
S'COOL homepage and select "When to Observe" and then select "overpass
calculator." It will ask for your login which is your last name, (all lower
case) and your password which is your first name, (all lower case). Then
select TRMM satellite. If TRMM schedule does not give you a convenient
schedule for your school that particular month, you can select NOAA 14
or 15 satellite. Select the correct time zone and submit.You should receive
a schedule within 24 hours.
If you don't have access to the Internet let
the project coordinator know and she will request a schedule for you and
have it emailed to you. Make observations. Instruct your students
about Universal time as you must report your data in that time. An
explanation of how to determine that is given on the website. You can send
your observation results by web, email, fax, phone or postal mail, so there
is no excuse for not getting in your data. :-)
The project has
established a database of all data inputted, and you can use that data for
some application lessons found on the website. At the moment there are
lessons on beginning statistics, graphing and mapping.
You don't want
to miss this wonderful project. To register, go to:
I'm
sure you can think of dozens of curriculum tie-ins, but just in
case:
Literature & Language: The poetry about clouds is
endless...Read from one of the dozens of collections of poetry that
include some "cloud" poems. Remember, "I wandered lonely as a cloud
that floats on high....etc.?"
Have students create their own clouds out
of cotton balls. Then write a poem, perhaps a cinquain or diamante
about them. Elicit word lists of words that have the "ou" sequence in
them.
Geography: discuss the occurrence of rainfall when clouds rise
up over mountains, cool, precipitation occurs, leaving areas beyond
mountains as deserts.
I'll leave the rest of the cloud research to you! I
bet you clever people can even tie Halloween into clouds if you put your
minds to it! (We teachers are really good at that stuff! :-)
I'd
love some input from our readers on how your science activities have been
progressing, based on the info you have used from these columns. See your
experience in print!
Become a part of Internet recorded history.
:-) Until next time...
~
Audrey's Library Connection ~ BOOKS TO HOWL ABOUT
Trick or
Treat! It's October. The time when all children start to think
about what they will be for Halloween and all the treats they will be
collecting. It's also a good time for librarians to highlight books
from that holiday that will capture their interest. I display books
about Halloween from different genres to help children have variety in
their holiday book choices.
For the youngest students, I would
recommend Best Halloween Book--ABC Adventures by Pat Whitehead, Troll Books
1985. While capitalizing on children's love of Halloween, they can
reinforce their alphabet skills.
Other books in the picture book/easy
to read category that I use are:
Dinosaurs' Halloween by Liza
Donnelly, Scholastic 1987, Scary, Scary Halloween by Eve Bunting, Clarion
Books 1976, Five Funny Frights by Judith Bauer Stamper, Scholastic Hello
Reader 1993, The Hallo-Wiener by Dav Pilkey, Blue Sky Press 1995.
Young children who have ever been made fun of, could certainly
identify with the last mentioned book. The title character shows himself to
be brave and turns around the feelings of his peers from derision to
admiration. At the same time, the book is illustrated so attractively by the
author, that it is a book to be read again and again. Halloween is a
good time for children to make crafts and decorations.
A popular
book in that genre is Crafts For Halloween by Kathy Ross, Millbrook Press
1994. Another favorite is The Scary Halloween Costume Book by Carol Barkin
and Elizabeth James, Lothrop, Lee, and Shepard Books 1983. Children get a
chance to use their skills of following directions and creating a
project. They can explain how they created the project, thereby
helping to enhance oral communication skills. The class, while listening,
can increase their listening comprehension skills.
Children can
learn factual information about Halloween by reading Halloween by D.J.
Herda, Franklin Watts Press 1983 and How We Celebrate Halloween by Bobbie
Kalman, Crabtree 1985. Poetry can be used to enjoy this holiday also. I like
Who Said Boo? by Nancy White Carlstrom, Simon and Schuster 1995. This
delightful book of Halloween poetry is a real crowd pleaser designed to put
smiles on the faces of even the most cynical audiences.
Another
laugh getter is The Wacky Book of Witches by Annie Civardi,Scholastic 1991.
This poem in rhyme, amusingly illustrated, is one I always choose to read
aloud to many classes.
For those that like to visit the
fairytale/folktale stacks, I recommend Diane Goode's Book of Scary Stories
and Songs, Dutton Children's Books 1994. There is something in that
collection for everyone. In the fiction section, I like The Halloween
Tree by Ray Bradbury, Knopf 1972. When I see my classes at the time, I shut
off the lights, except for my lighted pumpkin. Then, I proceed to read one
of the stories, folktales, or poems from the above mentioned books for our
fright fest." We all have a frightfully good time!!!
~
Technically Speaking with Kathleen A. Catapano ~
CHANGING THE WAY
WE TEACH...
Recently a colleague and I were discussing critical issues
in education and she said to me, "I know computers are fun, but we
really have more important things to do in education." Again, I was
reminded that educators must experience the process of learning with
technology in order to realize the tremendous potential that it holds for
revolutionizing how we teach and learn. Current research in effective
teaching focuses on active learning of skills and knowledge, reflective
development of ideas, and use of critical thinking skills. The computer can
be the catalyst in creating this kind of learning environment.
Use of
the computer for teaching changes the atmosphere and organization of the
classroom. Having students using the computer moves them into an active
learning mode. Students must process the broad spectrum of information
available through technology and incorporate relevant ideas into their
own.
The computer uniquely provides us with a vast amount of
information as well as the tools to organize and use it. How one
analyzes and organizes the information is the essence of critical
thinking. Computers will not do this alone. Good teaching will always
require good teachers to foster and guide the learning process. The computer
can, however, create the environment in which this process takes place.
~ Kathleen A. Catapano, Brooklyn, New York USA Educational
Technology, Medgar Evers College - CUNY E-mail: [email protected]
======================================= ~
Steve McCarty's East-West Perspectives from Japan ~ "THE WOMAN
DIVER": DISCOVERING EAST ASIAN VALUES IN A BUDDHIST FOLKTALE
One of
the oldest professions is that of the diver for pearls or humbler offerings
of the sea. Akiko Takemoto and I have translated a heart-rending story from
various Japanese versions, as a prehistoric legend moved from oral to written
traditions over millenia. To help readers ponder its significance, brief
discussion points for college or secondary school classes follow the story.
'The Woman Diver'
About 1,300 years ago, a very handsome young
man sailed over from Nara to the small seaside village of Shido. Nobody knew
who he was or what he was there for. However, the young man fell in love with
a lovely girl in the village. She was a humble seaweed diver like many others
in that area. Soon they married and had a pretty baby boy, whom they named
Fusazaki after a place name in the vicinity. They should have been as happy
as anyone, but the husband was often seen brooding over something, to
the great apprehension of his loving wife. One day she said to
him,
"Please tell me, my darling, what makes you so
sad?"
"Nothing, my love."
"Nothing? Oh my darling, I do see you
have something on your mind. Please tell me what it is if you really love
me," said the wife with tears in her eyes.
Then the husband told her
the following story, revealing his noble origins and what had brought him to
this hamlet so far from his home in the Capital. The young man was Tankai
[Fuhito]; son of the late Fujiwara Kamatari, a most distinguished
aristocratic statesman of the central government. Tankai's younger sister,
who was married to the Emperor of the T'ang Dynasty in China, had sent forth
three very precious things as her offerings to the Fujiwara family on the
occasion of a grand memorial service for the deceased patriarch Kamatari. One
of the gifts was a magic drum which, once beaten, never ceased emitting a
most exquisite sound until it was covered with nine layers of silken
robes. Another was a unique inkstone, which if rubbed with an inkstick, could
produce the finest ink without applying a drop of water to the stone. The
last was a crystal ball enshrining an image of the Buddha who never failed to
face you at whichever angle you looked into the ball. These three things of
rarity were meant to gratify the departed soul.
But while the ship was
sailing through the Inland Sea off the coast of Shido, a Dragon King got wind
of the treasures and wanted them. He at once sent out a tremendous
thunderstorm as well as legions of dragons against the small vessel. The men
fought bravely, but to avoid losing everything they were forced to give up
the Ball of Buddha to appease the dragons.
The memorial service for his
father was a magnificent one; the two offerings from his sister the Empress
of China were immensely admired. But Tankai could not forget the last one -
it was the treasure of treasures. Thus he sailed over to Shikoku and came
upon the coast closest to the sea-battle, but he could find no way to
retrieve the crystal ball from the dragons. The nobleman heaved a deep sigh
when he finished his long story.
But the woman said, "I am a diver. I
could bring it back to you, my lord."
"Oh, could you?... But what
if?..."
"Let me try my best if it may please you. But..." Turning her
tearful eyes to her baby son, she added, "If I could bring it back to you,
then could you make this son of ours, Fusazaki, your heir?"
Tankai
consented without hesitation, assuring her that the boy would have a
brilliant future as his heir.
The next day they sailed out into the sea.
The woman put a long lifeline around her waist and said, "Hold the end of
this line, will you? Haul me up when I pull on it. That means I've got it."
Her husband nodded, gripping the end of the line. Then, with a knife in her
hand, she quietly disappeared into the depths.
Down, down she went,
through the cold darkness of the deep. It seemed fathomless. But the love of
a devoted mother and wife had made the little woman fearless. On and on she
went until she found herself in front of a towering palace ferociously
guarded by eight dragons and swarms of crocodiles. For a moment, she
hesitated, but praying once more for the help of Kannon, she burst into the
palace brandishing her knife, dashed to the ball, snatched it and ran,
closely pursued by the infuriated sea-monsters.
As they caught up with
her at the gate of the palace, she quickly cut herself below the breast,
inserted the crystal ball and fell down as if dead. Abhorring blood and
death, the dragons fell back, while the woman pulled on the lifeline held by
her husband above.
The man hauled and hauled until he had hauled up his
wife. But to his horror, she was dying, terribly wounded and empty-handed. He
held her in his arms, only to hear her last gasp: "...my
breast."
There in her breast the husband did find the Ball of Buddha for
which he had come to these shores. He left for the Capital with the crystal
ball and his son Fusazaki, to fulfil his filial duty and his promise to
the poor woman diver.
*****
Discussion: What East Asian values
are portrayed in this story that are more important than survival? What value
conflicts are involved, and ultimately why does the woman diver willingly
sacrifice her life? Which values are East Asian, and which may be universal?
Your conclusions are welcome, by e-mail to <[email protected]>. Consider
consulting with students or teachers who are Chinese, Japanese, Korean,
Vietnamese and so forth. For an interpretation of the historical significance
of the story, see the following English-Japanese journal article
online:
~
UNITED NATIONS ~ The United Nations Home Page This is the official Web
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SEMINAR ON THE UNITED NATIONS AND
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program for all high school (ages 15-18) Students...
UNITED NATIONS
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Web Site Locator for the UN System including UN Headquarters, UN programs,
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to other conferences.
THE UNITED NATIONS CYBER_SCHOOL_BUS
[Outstanding!} http://www.un.org/Pubs/CyberSchoolBus/ The
United Nations CyberSchoolBus brings global information and global expertise
straight to your school and classroom. Project-packed, fun-filled, loaded
with lessons and interactive activities, the CyberSchoolBus offers teachers
and students an educational site with a global perspective. Key subjects:
Global Studies, Geography, Social Studies, Environmental Studies, History,
Government, Civics, Language Arts.
USICEF
- USA http://www.unicefusa.org/ The United
States Committee for UNICEF works in more than 160 countries and territories
providing health care, clean water, improved nutrition, and education to
millions of children in Africa, Asia, Central and Eastern Europe, Latin
America, and the Middle East.
UNITED
NATIONS HUMAN RIGHTS WEBSITE http://www.unhchr.ch/hrostr.htm This
chart, which is not exhaustive, is intended to describe the functioning of
the United Nations system in the field of human rights. Emphasis is given to
those bodies and programs with major human rights
responsibilities.
The Story of Echo the Bat http://imagers.gsfc.nasa.gov/intro/story.html This
is a great interactive story of Echo the bat. You will help Echo find
his way back home after being lost in a storm. You will love this
delightful interactive web site from NASA.
Frankenstein http://www.georgetown.edu/irvinemj/english016/franken.html Go
here for the complete text of Mary Shelley's "Frankenstein."
Information and stills from various Frankenstein movies are also available
here. The National Library of Medicine has an exhibition on Frankenstein
Frankenstein http://www.nlm.nih.gov/hmd/frankenstein/frankhome.html This is a site which "looks at the world from which Mary Shelley came,
at how popular culture has embraced the Frankenstein story, and at how
Shelley's creation continues to illuminate the blurred, uncertain boundaries
of what we consider 'acceptable' science."
Halloween HQ http://www.netfix.com/poptart/hallo.htm Visit
this site to read about the history of Halloween and practical safety tips
for tricksters and treaters. The really scary part of this site is the bad
Halloween jokes. Here's a sample: "Why does the Mummy keep his Band Aids in
the refrigerator? He wants to use them later for cold cuts!"
Happy
Halloween http://www.holidays.net/halloween Find
more information about the history and traditions of Halloween at this site.
You can also read about Los Dias de los Muertos (I like the dancing skeleton
graphics) and download holiday music.
ParentsPlace.com
Halloween http://www.parentsplace.com This site
offers trick or treating safety tips, costume ideas, recipes, party games,
and ideas for crafts. Click on "Halloween" and take Halloween History
101.
Do you
have tips or opinions on current theories/methodologies to share? Do you have
a great site you think I should add to Mrs. Young's Super Charged Educational
Voyage? Submit it! E-mail: [email protected]
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