folding :: besides countless kitchen towels, not that much, actually. the boys spend their days in swim trunks or shirtless running around in shorts. asher would prefer nothing, like sans diaper nothing, but they dart in and out of the house too much for that.
watching :: TED talks. they make folding what laundry i do have more interesting. i had not watched/listened to any in awhile and abbie’s posts this week have reminded me of what i’ve been missing out on. last night i watched a couple, including one abbie linked, ken robinson says schools kill creativity. the title kind of says it all. it is a great talk and i agree with much of what he said. but the lines that kept me thinking were the following from the introduction:
everybody has an interest in education. …it’s one of those things that goes deep with people, like religion and money and other things.
really? everybody has an interest in education? perhaps it depends on what one means by “interest.” an interest in defending one’s choice of schooling (regardless of whether it is researched/well-informed or not) for one’s children, perhaps, but an interest in studying and grappling with all the types and issues of education and striving to perhaps change it? i’m not so sure. and does one’s own personal educational history “go deep” with people? i look back on much of my education and realize that while i was a good student and interested in lots of areas of study, i often felt kind lost. “what am i doing with what i’m learning?” surfaced in my mind a few times. and here is where robinson is spot on:
the universities design the system in their image. if you think of it, the whole system of public education around the world is a protracted process of university entrance.
and i’d add that once i was in college, the education there seemed to carry on that model. the environment in which i learned seemed to have as its goal to push me to the next possible degree.