“Imagination is a new formation which is not present in the consciousness of the very young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action. The old adage that child’s play is imagination in action can be reversed: we can say that imagination in adolescents and schoolchildren is play without action.” (p. 93)
Vygotsky, L. (1978) Mind in Society: The Development of Psychological Processes
“The increasing focus and reliance on standardized tests to evaluate schools and teachers is resulting in cheating. That’s probably inevitable. But it’s also probably minimal. The bigger problem is a more serious type of cheating – one that’s perfectly legal and apparently acceptable. Students are being cheated of a broader education that emphasizes a balance of creativity, extracurricular activities, foreign languages, higher math and science skills and other opportunities due to the over-emphasis on testing for basic math and reading.”
How did Jeanette Winterson recover from the fantastically bad luck of landing in the embrace of a woman who understood motherhood as a daily struggle with the Devil over the ownership of her child’s soul?
“What we notice in stories,” Winterson answers toward the end of her memoir, “is the nearness of the wound to the gift.”
The back, the yoke, the yardage. Lapped seams,
The nearly invisible stitches along the collar
Turned in a sweatshop by Koreans or Malaysians
Gossiping over tea and noodles on their break
Or talking money or politics while one fitted
This armpiece with its overseam to the band
Of cuff I button at my wrist. The presser, the cutter,
The wringer, the mangle. The needle, the union,
The treadle, the bobbin. The code. The infamous blaze
At the Triangle Factory in nineteen-eleven.
One hundred and forty-six died in the flames
On the ninth floor, no hydrants, no fire escapes—
The witness in a building across the street
Who watched how a young man helped a girl to step
Up to the windowsill, then held her out
Away from the masonry wall and let her drop.
And then another. As if he were helping them up
To enter a streetcar, and not eternity.
A third before he dropped her put her arms
Around his neck and kissed him. Then he held
Her into space, and dropped her. Almost at once
He stepped up to the sill himself, his jacket flared
And fluttered up from his shirt as he came down,
Air filling up the legs of his gray trousers—
Like Hart Crane’s Bedlamite, “shrill shirt ballooning.”
Wonderful how the patern matches perfectly
Across the placket and over the twin bar-tacked
Corners of both pockets, like a strict rhyme
Or a major chord. Prints, plaids, checks,
Houndstooth, Tattersall, Madras. The clan tartans
Invented by mill-owners inspired by the hoax of Ossian,
To control their savage Scottish workers, tamed
By a fabricated heraldry: MacGregor,
Bailey, MacMartin. The kilt, devised for workers
to wear among the dusty clattering looms.
Weavers, carders, spinners. The loader,
The docker, the navvy. The planter, the picker, the sorter
Sweating at her machine in a litter of cotton
As slaves in calico headrags sweated in fields:
George Herbert, your descendant is a Black
Lady in South Carolina, her name is Irma
And she inspected my shirt. Its color and fit
And feel and its clean smell have satisfied
both her and me. We have culled its cost and quality
Down to the buttons of simulated bone,
The buttonholes, the sizing, the facing, the characters
Printed in black on neckband and tail. The shape,
The label, the labor, the color, the shade. The shirt.
On March 25, 1911, fire swept through the Triangle Shirtwaist Factory in New York City, killing 146 employees, most of them women.
she told me an experience she’d had where a little girl had come up to her and said she was really interested in something that came up and she asked could the teacher give her some ideas for how to look into it further
and the teacher was compelled to tell her , I’m sorry but you can’t do that, you have to study to pass this national exam that’s coming , that’s going to determine your future , the teacher didnt say it but it’s going to determine my future whether i’m rehired and so on
the system is geared to getting the children to pass hurdles but not to learn to understand and explore/” —Noam Chomsky - Noam Chomsky on education (via noam-chomsky)
Why do so few ask this question? (via creative-education)