I'm up while everyone else in the house is asleep. They're all tucked away, and I'm up waiting on the cinnamon rolls I baked for breakfast to cool so I can put them away and go to bed. When I'm up late (this, of course, is only relatively late) I sometimes begin to think of the days of having newborns. Translation: being up at all and any times of the night. Since I do not have to do that these days, I am thinking of my friends who may be up. If you're awake, dear friends, I am thinking of you.
You may or may not want it to, but this too shall pass.
This is Real Life
Sunday, November 20, 2011
Sunday, November 13, 2011
Farmer Boy
Warning: If you read Farmer Boy to your sons, they may want to become farmers. Joel now wants to be a farmer. And he is practicing for it. He has planted a fall "crop".
Beets.
Thus the younger brothers wanted to plant something too. James at first thought cabbage until he saw turnips.
And we have kept Jack's violet plant alive, which I think is something to be proud of. I have an extra pot that I think he'll plant something edible in.
Beets.
Thus the younger brothers wanted to plant something too. James at first thought cabbage until he saw turnips.
And we have kept Jack's violet plant alive, which I think is something to be proud of. I have an extra pot that I think he'll plant something edible in.
Thursday, November 10, 2011
Go Dog, Go!
Jack: Hello, and now do you like my hat?
Me, trying to play along: No, I do not like your hat.
Jack: Yes you do!
Me, trying to play along: No, I do not like your hat.
Jack: Yes you do!
Wednesday, November 09, 2011
Tuesday, November 08, 2011
Reading
I have been reading instead of blogging. I have a lot that I want to write about, but sometimes it's a little too laborious to write a post from my iPhone. I'm not complaining, I'm just sayin'.
I finished The Man Who Was Thursday. I thought it was fantastic. And fantastical. I would like to read more Chesterton in the future.
Joel and I both finished Brighty. It was very enjoyable. I loved the reaction if the librarian when we checked it out of the library, "Oh, I LOVE this book! I read this book over and over when I was a little girl! And now I have a donkey of my own!". I thought it was great for the boys to see the librarian get so excited about their books.
I recently subscribed to receive emails from the CiCLE Institute. The last email had a commentary on reading written by Andrew Kern. I thought I'd share it, as I found it profound.
On Reading
By Andrew Kern
Reading is an extraordinarily complicated intellectual act, which leads some people to think that it can only be taught by experts. In this it parallels, motherhood. However, both reading and motherhood are both too complex for experts for the simple reason that expertise implies that you have identified the way things work regardless of context.
The expert fails at both reading and motherhood because he looks in the wrong place. I will focus on reading. Reading has to do with the soul engaging and grasping the idea (logos) of a text, not remembering the content that embodies the idea. But because we are culturally opposed to the soul and to the logos, we focus our attention on very limited faculties like critical thinking and, to a much lesser extent, memory.
The goal of reading is apprehension. Beyond a few very general ideas, I’m not sure anybody has come close to comprehending how we go about apprehending when we read. I suspect that much of our reading instruction makes students to self-conscious to be conscious of the text.
That is why the best way to teach reading, after students have learned to decode, is by engaging in debates about the text read.
Sometimes, especially on a first read, the idea is better grasped (or maybe felt is a better word to use) through a quick read than through a close analysis. You don’t want to give premature attention to detail and comprehension. First, you simply want to encounter the text as what it is.
Apprehension comes later. I don’t think you can apprehend anything on a first read. The mind has too much work to do to grasp the idea embodied in a text in one or two reads, especially if the text is worth reading.
What to do then? Stop worrying about reading comprehension and attend instead to the point of the story or text. How do you do that? If it’s a story, discuss whether a character should have done something or what will be/are the consequences of a decision made. Then argue about it, using the text to answer the question. If it’s non-fiction, identify the point and discuss whether the author is right – or even comprehensible.
Then let the discussion go. You’ll find out something marvelous: reading is not eyes scanning symbols on a page, it is souls conversing over ideas.
I finished The Man Who Was Thursday. I thought it was fantastic. And fantastical. I would like to read more Chesterton in the future.
Joel and I both finished Brighty. It was very enjoyable. I loved the reaction if the librarian when we checked it out of the library, "Oh, I LOVE this book! I read this book over and over when I was a little girl! And now I have a donkey of my own!". I thought it was great for the boys to see the librarian get so excited about their books.
I recently subscribed to receive emails from the CiCLE Institute. The last email had a commentary on reading written by Andrew Kern. I thought I'd share it, as I found it profound.
On Reading
By Andrew Kern
Reading is an extraordinarily complicated intellectual act, which leads some people to think that it can only be taught by experts. In this it parallels, motherhood. However, both reading and motherhood are both too complex for experts for the simple reason that expertise implies that you have identified the way things work regardless of context.
The expert fails at both reading and motherhood because he looks in the wrong place. I will focus on reading. Reading has to do with the soul engaging and grasping the idea (logos) of a text, not remembering the content that embodies the idea. But because we are culturally opposed to the soul and to the logos, we focus our attention on very limited faculties like critical thinking and, to a much lesser extent, memory.
The goal of reading is apprehension. Beyond a few very general ideas, I’m not sure anybody has come close to comprehending how we go about apprehending when we read. I suspect that much of our reading instruction makes students to self-conscious to be conscious of the text.
That is why the best way to teach reading, after students have learned to decode, is by engaging in debates about the text read.
Sometimes, especially on a first read, the idea is better grasped (or maybe felt is a better word to use) through a quick read than through a close analysis. You don’t want to give premature attention to detail and comprehension. First, you simply want to encounter the text as what it is.
Apprehension comes later. I don’t think you can apprehend anything on a first read. The mind has too much work to do to grasp the idea embodied in a text in one or two reads, especially if the text is worth reading.
What to do then? Stop worrying about reading comprehension and attend instead to the point of the story or text. How do you do that? If it’s a story, discuss whether a character should have done something or what will be/are the consequences of a decision made. Then argue about it, using the text to answer the question. If it’s non-fiction, identify the point and discuss whether the author is right – or even comprehensible.
Then let the discussion go. You’ll find out something marvelous: reading is not eyes scanning symbols on a page, it is souls conversing over ideas.
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