Hi Mike and all. <div><br></div><div>A few years back, in Denver, we talked about creating classroom environments where students ask Big questions. This conversation and the great work you do with your students inspired me to reframe my approach in the classroom around this goal of generating questions. I have never been the lecturey sort, but this shift was more challenging then I expected because, as you mention, students hold fast to the administrative questions and because of my own discomfort at some of the question being asked. Over the years my students and I have gotten better at this new approach, even as the questions brought up remain difficult and mostly unanswerable.</div>
<div><br></div><div>As I continue to try to get my newly adult students to formulate questions that inspire <span class="Apple-style-span" style="font-family: arial, sans-serif; font-size: 13px; border-collapse: collapse; ">"the capacity to invent visions," </span><span class="Apple-style-span" style="font-family: arial, sans-serif; border-collapse: collapse; ">I see that capacity slowly being undone in my own little kids (ages 7 and 9) as they spend more time in classrooms where their constant questioning--typical among kids--are considered mere distractions in the learning process. Even in their relatively enlightened school and community environment, they are learning that there are right and wrong questions. (For example, Why not have roofs on bikes so people don't need cars when it's raining or snowing? That's not a right question in the grownup world because we've already determined that the answer is alt energy cars not more snazy bikes and bike lanes.) This seems to me to be an essential piece of the puzzle you've posed. What happens to our kids, around say age 10, that makes them stop asking questions and stop seeing the world as theirs to fix? </span></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><br></span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;">My work is focused on news publics and social change, which begs similar questions of emerging technologies and communication/education environments. In journalism, as in education, traditional institutions are implicated in turning people away. In fact, if we replace universities with news and students with publics, your set of points holds perfectly true:</span></font></div>
<blockquote class="webkit-indent-blockquote" style="margin: 0 0 0 40px; border: none; padding: 0px;"><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; "><br>
</span></span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">(1) our <i>traditional news institutions</i> are not inspiring big questions, (2) <i>publics</i> are disengaged,</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">and (3) pursuing their own interests in the pursuit of finding</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">themselves, while embracing (4) the ubiquitous network for</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">entertainment and distraction while failing to see and harness it as</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">the most remarkable collaboration and creation machine ever created</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">that they could use to create a better world if they can come to</span></span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><span class="Apple-style-span" style="border-collapse: separate; font-family: arial; ">understand (5) networks and network logic.</span></span></font></div>
</blockquote><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><br></span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;">So thanks for bringing up these big questions and observations Mike. I too am looking forward to continuing conversation in New York. </span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><br></span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;">Adrienne Russell</span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;">Digital Media Studies </span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;">University of Denver </span></font></div>
<div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><br></span></font></div><div><font class="Apple-style-span" face="arial, sans-serif"><span class="Apple-style-span" style="border-collapse: collapse;"><br>
</span></font><div class="gmail_quote">On Tue, Aug 23, 2011 at 6:00 AM, <span dir="ltr"><<a href="mailto:idc-request@mailman.thing.net">idc-request@mailman.thing.net</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex;">
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Today's Topics:<br>
<br>
1. Inspiring Questions (Michael Wesch)<br>
<br>
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Message: 1<br>
Date: Mon, 22 Aug 2011 11:28:57 -0500<br>
From: Michael Wesch <<a href="mailto:mike.wesch@gmail.com">mike.wesch@gmail.com</a>><br>
Subject: [iDC] Inspiring Questions<br>
To: <a href="mailto:idc@mailman.thing.net">idc@mailman.thing.net</a><br>
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<br>
Hello all,<br>
<br>
I always love/hate this time of year - gearing up for the semester and<br>
doing some really deep thinking about what our students *really* need<br>
to learn (or more broadly, the type of person they need to become) and<br>
how we can help them. I'm actually not teaching this year, but 7<br>
years of this kind of thing and I seem to have fallen into a pattern.<br>
I just can't go through August with out getting my head all messed up<br>
over these questions.<br>
<br>
This year I have reached some tiny bit of clarity. Not that I have<br>
"the answer" - but I have come to realize that I have been spending<br>
the past 7 years of teaching trying to do one thing (hereafter known<br>
as "THE GOAL") while struggling with five basic observations about<br>
learning and education today.<br>
<br>
So first, THE GOAL: Inspire great questions.<br>
<br>
Since all good thinking begins with a good question, it strikes me<br>
that if we are ultimately trying to create ?active lifelong learners?<br>
with ?critical thinking skills? and an ability to ?think outside the<br>
box? it might be best to start by getting students to ask better<br>
questions. Unfortunately, we can find a great deal of advice on how to<br>
ask good questions of students ? non-rhetorical, open-ended, etc. ?<br>
but we rarely share ideas on how to get students to ask good<br>
questions.<br>
<br>
When I talk about ?good questions,? I mean the kind of questions that<br>
force students to challenge their taken-for-granted assumptions and<br>
see their own underlying biases. Oftentimes the answer to a good<br>
question is irrelevant ? the question is an insight in itself. The<br>
only answer to the best questions is another good question. And so the<br>
best questions send students on rich and meaningful lifelong quests,<br>
question after question after question.<br>
<br>
A great question is at the heart of Maxine Greene's Social<br>
Imagination: "the capacity to invent visions of what should be and<br>
what might be in our deficient society." Really great questions are a<br>
step beyond what normally passes for "critical thinking" and become<br>
the generative source for finding solutions (and of course, new<br>
questions.)<br>
<br>
So, on to the<br>
<br>
5 observations:<br>
<br>
<br>
1. This is hard. Our formal learning environments and structures make<br>
it difficult to inspire great questions. Inspiring great questions is<br>
*really hard.* "Great Teachers" often get by with being called<br>
"great" and even "the best ever" on teaching evaluations without ever<br>
inspiring the kinds of questions that inspire life long learning. (I<br>
have come to hate getting effusive positive evaluation comments that<br>
somehow indicate that the student loved me, but there was clearly<br>
little or no growth for the student involved) There are many<br>
structures working against us - from tenure structures that restrict<br>
experimentation and time-commitment, to grading procedures and and<br>
curriculum standards (often requiring standardized testing of the<br>
multiple-guessing sort). The most common questions in this<br>
environment are often mundane administrative questions: "Can I use<br>
Wikipedia?" "How long does this paper need to be?" "What do we need<br>
to know for this test?" Such questions illustrate the 2nd<br>
observation:<br>
<br>
2. Students are tuning out. Large numbers of students are disengaged<br>
altogether or engaged in nothing more than the "getting by" game<br>
(doing just enough for a class to "get by" and get the grade they<br>
want). It is rare that students hold the same lofty goals of<br>
learning, critical thinking, etc. that their teachers hold for them.<br>
Students have very different goals, which is the 3rd observation:<br>
<br>
3. Students are struggling to figure out who they are, and who and<br>
what they want to become. This is what Anthony Giddens has called the<br>
"core project" of people in late modernity. As Charles Taylor and<br>
others have pointed out, the modern world is one in which identity and<br>
recognition are not givens. Social networking and other online tools<br>
provide a platform for much of this quest. They tune out of class and<br>
logon to Facebook, which leads to the 4th observation:<br>
<br>
4. There is something in the air. In most of our classrooms (those<br>
with WiFi, 3G, or 4G access), 2 billion people are connecting and<br>
collaborating in the air all around us, building a vast digital<br>
archive that represents a hefty portion of the entire body of human<br>
knowledge ever created. But thinking about this in terms of<br>
information and knowledge misses the 5th observation that<br>
<br>
5. We increasingly live in a network society. Many of our<br>
institutions, organizations, and social processes are operating less<br>
and less through stable groups and hierarchies and more through<br>
flexible networks and network logic. This transformation has been<br>
happening for several decades and precedes the Web. Technologies of<br>
mobility, transport, and communication provided the infrastructure for<br>
these changes. We have labeled such changes "globalization,"<br>
"flexible accumulation," "postmodernism," etc. All are aspects and<br>
descriptions of this change to a network society / network logic.<br>
<br>
New media enter this stream to create new types of conversation,<br>
exchange, and collaboration. But the promise of these media are not<br>
without disruption and peril. While new media bring with them new<br>
possibilities for openness, transparency, engagement, and<br>
participation, they also bring new possibilities for surveillance,<br>
manipulation, distraction, and control. The negative side of this<br>
ledger seem especially eminent in the face of widespread ignorance<br>
about the uses, misuses, power, and (sometimes unintended)<br>
consequences of new media. If we do not quickly raise our digital<br>
literacy rates we stand to lose much more than we gain from the<br>
promises of new media.<br>
<br>
Indeed, depending on what date one would fix as the beginning point of<br>
the network society, it would not be hard to argue that we are more<br>
self-absorbed, less empathic, more unequal, and in overall worse shape<br>
than we were when this all began.<br>
<br>
Which makes it especially critical and disheartening that (1) our<br>
schools are not inspiring big questions, (2)students are disengaged,<br>
and (3) pursuing their own interests in the pursuit of finding<br>
themselves, while embracing (4) the ubiquitous network for<br>
entertainment and distraction while failing to see and harness it as<br>
the most remarkable collaboration and creation machine ever created<br>
that they could use to create a better world if they can come to<br>
understand (5) networks and network logic.<br>
<br>
Hopefully by the end of this conversation I'll have a bit more clarity<br>
on some solutions, but I thought I should start out first by clearly<br>
outlining the goal and the challenges as I see them.<br>
<br>
Looking forward to the conversation!<br>
<br>
~ Mike<br>
<br>
<br>
--<br>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br>
Michael Wesch, PhD<br>
Associate Professor of Cultural Anthropology<br>
Coffman Chair for University Distinguished Teaching Scholars<br>
2010 NITLE Fellow<br>
2009 National Geographic Emerging Explorer<br>
2008 US Professor of the Year<br>
2007 Wired Magazine Rave Award Winner<br>
Director of the Digital Ethnography Working Group<br>
Kansas State University<br>
<a href="mailto:mwesch@ksu.edu">mwesch@ksu.edu</a><br>
<a href="http://mediatedcultures.net" target="_blank">http://mediatedcultures.net</a><br>
<a href="http://bikemanhattan.info" target="_blank">http://bikemanhattan.info</a><br>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br>
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End of iDC Digest, Vol 78, Issue 22<br>
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</blockquote></div><br></div>