Saturday, December 22, 2007
Monday, September 17, 2007
I look like that?
Saturday, August 04, 2007
The girls and I enjoyed one of the great wonders of NC: Sliding Rock. Sliding Rock, as the picture shows, is about 60 feet of slippery rock that then plunges you into a pool with 55 degree water.
Now I’ve often pondered, who was the first person in the world who decided it might be fun to slide down that rock? Was it a Native American from long ago? A European settler? Whoever it was had some real guts, it seems.
Camping with the kids is great because it is quiet, relaxing, brings us close to nature(I really enjoyed the skunk that came within five feet of our camp area!), and affordable.
Tuesday, July 31, 2007
“Very few really seek knowledge in this world. Mortal or immortal, few really ask. On the contrary, they try to wring from the unknown the answers they have already shaped in their own minds – justification, explanations, forms of consolation without which they can’t go on. To
really ask is to open the door to the whirlwind. The answer may annihilate the question and the
Spoken by the Vampire Marius in
Ann Rice’s book The Vampire Lestat
Ballantine Books. New York, NY. 1985.
Monday, July 16, 2007
Friday, July 06, 2007
Properly ordered love
Labels: Augustine theology
Tuesday, July 03, 2007
What the best college teachers do
In the introduction Bain lists six broad questions the study asked:
i. What do the best teachers know and understand? They know their subjects very well and can do whatever they ask their students to do. But, more importantly, Bain says, they have developed techniques and organizing principles so that students might begin to understand the subject well and start building their own understandings. They simplify things and use illustrations and insights to get to the core of the matter. They do not speak about transmitting knowledge or conveying facts but about helping students wrestle with ideas
ii. How do they prepare to teach? They begin by asking what the student learning objectives are not what the teacher will do.
iii. What do they expect of their students? They expect more not by piling enormous amounts of work on but by tying objectives to thinking and acting for life.
iv. What do they do when they teach? They try to create a “natural critical learning environment.”
v. How do they treat students? They trust students. They assume students want to learn and can learn. They discuss with students their awe over life.
vi. How do they check their progress and evaluate their efforts? They have systemic programs to assess their efforts and to make changes.
The rest of the book answers those six questions more in-depth.