Blog Thing 13: Wrap-up.

Blog Thing 13


About the Things:

1. Which Things, or kinds of Thing, or just ideas, did you find most useful, or thought-provoking? Why those ones in particular? CAMTOOLS (if that counts as a "thing") is first on my list; Open-Syllabus comes in second...with no third.  In general, I appreciate anything that helps make courses of learning more transparent than they would otherwise be, without turning them into digital labyrinths or webs.  Simplicity (not narrow-mindedness or complexity in superficiality) is the KEY.  The problem with most "things" is excessive complexity betraying programmers' attempt to format courses of learning in vitro, as if what educators and students needed (today as ever) were pre-formatted "yellow brick roads".  CAMTOOLS (and to some extent OPEN-SYLLABUS) might come in handy (assuming most colleagues were to make use of them) by way of facilitating cross-course fertilizing.  When it comes to student usage, I remain weary, not wishing to promote the bad habit of viewing courses of learning as merchandise.
2. Which didn't you find useful (at all)? CLOUDWORKS (too many irrelevant links and mostly self-serving, including advertisement sold as "educational"); VIEWPOINTS (too dispersive/complex: too much "stuffing" and too many options: becomes self-serving).  Are there any Things or ideas you think you will use in future? CAMTOOLS and possibly OPEN-SYLLABUS.
3. Were any useful enough that they'd be worth mentioning to other colleagues, or promoting or offering more widely in the University? I wouldn't invest much beyond CamTools, and cannot see why this particular application could not serve as host for extensions (if need be), instead of having to set up parallel applications (if only linked to CamTools).  Otherwise, I should stress one more time that what would be helpful is a platform facilitating exchange (especially relative to bibliographies) between educators, and possibly for students to consult.  Beyond this, I fear to find only (or for the most part) open-doors for the further bureaucratization of education.  Ouch!
4. About the programme:
5. Looking back over the programme, what were the good bits about it for you? Ideas, tools, dialogue, reflection, something else?  Conversing with other educators...live.  Secondarily, gaining a glimpse of the inner dynamics of academic bureaucracy.
6. What could have made it better? The programme was well organized.  The problem was the quality of the material we set out to "test-drive" (esp. in relation to its purported utility).
7. What do you think of the idea of an informal forum or network, for Cambridge staff interested in teaching and learning ideas? Is there a need? Would it interest you? I suspect most educators would not be interested, unless they were thoroughly convinced that they would benefit from it.  If the forum were dedicated to exploring new "tools" abstracted from a shared understanding of ENDS, then my answer tends to be...no.  Genuinely useful tools are a function of dialogue; not the other way around.  We're dealing with rather tough problems, but I remain unapologetic about this: t'was not I who opened up the can of worms.   
8. If 13 Things were to continue, in some form, what should that form be?  Something recognized (officially) by departments and their respective chairs/heads.

Liberal Education: What Counts.


Goodness, Virtue, Truth, Philosophy, Justice, Courage, Moderation, Prudence, Poetry, Art, Beauty, Providence, Reflection, Reason, Imagination, Form, Idea, World, Universe, Nation, City, Politics, Education, Nobility, Will, Magnanimity, Common-Good, God, Man, Intellect, Mind, Virtue, Philosophy, Reflection, Criticism, Criticism, Reason, Education, Virtue, Virtue, Truth, Truth, Justice, Education, Ethics, Ethics, Cosmos, Reason, Common-Good, Virtue, Education, Virtue, Education, Justice, Virtue, Ethics, Moderation, Moderation, Conatus, Virtue, Dialogue, Dialogue, Dialogue, Philosophy, Philosophy, Ethics, Honesty, Nobility, Virtue, Truth, Truth, Education, Self-Knowledge, Self-Knowledge, Self-Knowledge, Nature, Truth, Common-Good, Common-Good, God, God, God, Religion, Ethics, Religion, Ethics, Religion, God, Man, Human-Dignity, Human-Dignity, God, Virtue, Education, Virtue, Conatus, Education, Art, Moderation, Moderation, Human-Dignity, Philosophy, Philosophy, Reason, Reason, Nobility, Magnanimity, Justice, Justice, Philosophy.


(PUBLICIZED with WORDLE at: http://www.wordle.net/show/wrdl/3618287/Liberal_Education )

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Blog 12

Blog Thing 12

1. (1Q) Did you find the session design process in LDSE intuitive? How? If
   not, please comment of how it fails to support how you do things usually.
   
   (1R) The process is straight-forward, but quickly I gained the sense that
   the platform is far *too* supportive. A bit of support is one thing;
   programmatic digitalizing of a course of learning is another. The former
   can be of direct service to the learning environment (classroom); the
   latter is likely to be only of use to extra-learning-environment
   bureaucrats and institutions.
   
   (2Q) What pedagogic insights did you gain into the session you described in
   the exercise? How could these help you design or deliver it differently?
   
   (2R) One thing the platform may help with is laying out facets of
   educators' concern when planning out an academic course of studies. But
   much of the jiggling involved in the LDSE program strikes me as expendable;
   a bit as relying on a very sophisticated computer to perform calculations
   such as 5+5. The charting out of proportions in aspects of courses of
   learning reminds me of "cost-effectiveness" charts in extra-academic
   business.
   
   (3Q) What problems do you have with LDSE as you have seen it?
   
   (3R) It is far too restraining for the educator and potentially
   counter-productive (distracting from the true aims of education) for a
   student who were to rely upon it. I am aware of the technical "efficiency"
   of the program (of how "high" the formatting/grid is placed above the
   particular changing/malleable needs of real learning environments); but I
   am also aware of the fact that technical efficiency ought not to trap our
   judgment in a web of sticky pre-formatted expectations--no matter how
   "high" (http://vimeo.com/16959911) above us these are capable of hiding.
   Essentially what LDSE appears to be aiming at is the gradual replacement of
   the educator's discerning virtue with "the machine."
   
   (4Q) What do you like about it?
   (4R) The platform "unpacks" many facets of institutional expectations.
   
   (5Q) Would you be interested in seeing the finished software?
   (5R) No.
   

   
   

Post 11: Fair enough.

Blog Thing 11

1. What do you think of ideas behind the Open Syllabus tool? Closing an eye on the danger of the tool's being used to further the bureaucratization of academic learning environments, "Open Syllabus" appears to have the potential for facilitating the work of academic educators and students alike.What was you impression?  Reasonably simple to use (not too time consuming); probably deserves being on CamTools.
2. In what ways do you see this being useful as a course organiser?  By way of facilitating the formating of syllabi, avoiding avoidable ambiguities.  But I am still doubtful of appeals to "systematizing" and even "setting clear expectations." Clarity, which is not a virtue in itself, can be blinding--especially when given all at once at the beginning of a journey.Would you consider using it if it were available? Yes.
3. Using OpenSyllabus, did you find it illuminating or frustrating? Slightly handy (wouldn't go as far as saying "illuminating").
   Are there any ways you would change it to better reflect what you want to do (e.g. wording/headings...)?
4. How is your syllabus currently been set up? Is it online? Does it link to downloadable links or is it just a flat list? How do you compare OpenSyllabus with those? I have always/only prepared "flat list" syllabi, keeping them as plain as possible.  Using Open Syllabus I would aim at similar results, with the addition of introducing links to downloadable resources.

Blog 10: Humpty Dumpty in the Vortex

Blog Thing 10

1. What do you think of the ideas behind Viewpoint cards? "Brainstorming" works only on the assumption that thought is naturally (originally) incarcerated in the "subjective" viewpoint (brain, pineal gland, etc.) whence it must be salvaged into an arena of collaboration (peace-making, historical dialectic, etc.).  But must we not understand the assumption in question as needy of being transplanted from the prison of psychic abstractions into the agora of disputation? Were this the case, then it may turn out that thought is not at all originally tied to any "subjective viewpoint" after all!  But then "brainstorming" may not be an appropriate strategy for enlightenment.  And if not, then the "viewpoint" card may have to be withdrawn from the deck.
   What was your impression (of the idea as well as the online version)? Simple-minded (based on video presentation, since when I tried to access Viewpoints, the system did not seem to accept my own, not allowing me to advance beyond the "Create a New Arrangement" window.) and unrealistic (most things in life and academic courses alike don't fit pre-established grids).  I would find it more attractive to explore *old* approaches to course outlining.  
2. In what way do you see this being useful to you as a course organiser? Would you consider using it (either the cards or the online version) when you would (re)design a course? No.  Thought is not born piecemeal or pre-packaged.  I see no reason why it should end up that way, either.
3. Using the online Viewpoints cards, did you find it illuminating or frustrating? Not illuminating.
   Are there any ways you would change it to better reflect what you want to do (e.g. wording, whole idea or concepts that don't work for you)? I would leave "instructions" to a bare minimum--e.g. a set of loose/indicative suggestions for educators, who, supposedly, are capable of dialoguing without relying upon an alien supporting net.  There probably ought to be guidelines, but these ought to be set by a government accountable to reason, and not by bureaucrats hiding behind the persona of reason.
4. What tools do you currently use when (re)designing a course? How do you compare Viewpoints with those you're already using?  None, currently, but I am considering CamTools as a near-future option.  As tempting as Viewpoints does appear, I would prefer to think out course objectives off any handy grid.  The time for desirable cribs has passed, for me.  Were any to be ever imposed, I would bow to it as I must.

Blog 9: The beast can be tamed

Blog Thing 9

1. What do you think of the ideas behind CamTools (Sakai)? What "ideas" hide "behind" the tool?  I suppose the same objectives underpinning other similar tools: technological integration of communities of learning.  Regardless of this objective, however, the tool could in principle be adopted beneficially for sharing academic resources (including audio) in the context of an academic course or a dialogue among scholars.
   What was your impression? If you already used CamTools before, did it change your opinion? Had barely linked to it in the past in order to download a conference document.  I now see the potential for adopting the platform for a course--esp. to share files (both texts and audio) with students, and possibly come colleague.  I am still weary of adopting software as a means for students to dialogue.  Let them dialogue face to face (no "facebook"), or write directly to the educator without (or with minimum) "peer pressure".
2. In what ways do you see this being useful to you as a course organiser? (i.e specifically about the ability of letting you pull together and use various curriculum design tools?) Were I to have access to the profiles of various courses via CamTools, I might find handy suggestions therein when preparing my own course.  Otherwise, the platform would be helpful in sharing course material with students, and to receive feedback on it.
3. What would you like to see from CamTools? "Like to see" of what I do not?  A straightforward means to link to educators across the UK or even abroad via a  "research subject" search.  Thus, e.g., in case I were seeking a scholar who has been working and/or teaching in the area of Ancient Ethics, perhaps (one day) CamTools could prove instrumental to my acquiring relevant data (including inter alia, previous course outlines to refer to in editing my own).
4. What do you think of the possibility of having a specific CamTools site where lecturers and course organisers could share curriculum design outcomes, preparations and ideas? (e.g. a specific CamTools site that would allow you to do that?) I would be mostly interested in shared course resources (texts, images, recordings) helping me (and other educators) see what some colleagues find most relevant to specific areas of discussion/investigation.  The software might also prove handy in sharing course resources.   I wonder, however, to what extent students' direct exposure to an indefinite variety of sources could prove distracting, not to speak of the bad habit of rejecting *concentric* speech (revolving around central/cardinal problems) as an evil, in favor of unbound diversity or dispersion of interests (or dissolution of focus) ad infinitum.

Blog 8:

Mind-mapping = digitalizing of thought = reduction of thought to a schemata, a mechanism that wants to replace a *natural hierarchy of ends* with an artificial hierarchy based on the supposed natural absence of order (via the old strategy of "divide et impera").

Mind-mapping presents itself as a strategy to free us from mental confusion, under the assumption that the confusion does not presuppose a prior, underlying order.  If it did, then it would behoove us to clarify the surface of our confused thoughts by way of discovering a *natural end* in the light of which all certain ideas (or, formulas of words) are ordered.

Now, contemporary mind-maps are a faint (and distorted) echo of an ancient kind of map, aka The Tree of Knowledge (an example from Porphyry is pasted above).  In the early-modern age we have the first popularized attempt to replace the ancient and medieval Tree of Knowledge with a "secular" tree understood as universal "system of human cognition," such as the 1751 one by D'Alembert pasted below.

      Today's "tree" is heir to early-modern schemes, although the former abandons the rigidly formulaic character of the latter, exploding it into a network of connections that wants to overtly include existence/life itself--a "web" in which we may transfer our very memory.  The contemporary system does not want to be something merely applied onto our lives from above; it wants to be one with our lives; it wants to come to life; it wants to be our lives.  Its early-modern counterpart wants the same thing, but it wants it covertly (cf. Shelley's Frankenstein).


I used two different web browsers to register onto the Compendium LD site, but in both cases the system did not allow me to sign up.  The following warning shows up on the screen:
Please type in the two words as they appear in the box below. Alternatively, please listen to the audio clip and type in the words that you hear (please enter a space between each word).
However no "two words" appear; nor am I given any audio option.


Blog Thing 8

1. What do you think of the ideas behind Compendium LD? What was your impression?  Something I had been anticipating: course-outlines reduced to computer software flow-charts.  My earlier thoughts on "trojan horses" apply.  My impression is that the charts are programmed for children with severe learning disabilities.
2. In what way do you see this being useful to you as a course organiser? If I were teaching children with severe learning disabilities (LAS, autism, etc.) it might come in handy.  Probably, many technology/computer students will find themselves at home with the charts.
3. Filling out one of your own Compendium LD course visualisations, did you find it illuminating or frustrating? Are there any ways you would change it to better reflect what you do? Frustrating to the extent that the type of courses I would ever teach are aimed at helping students escape the confines of flow-charts, questioning the belief that thought is a labyrinth.  I would change the charts by replacing them altogether with something that does not feed students a "visualization" of the course, but that encourages (poetically) students to think own way to the course objective.  The learning designs on "CompendiumLD" are plainly unpoetic.
4. How do you compare it with other visualisation tools for curriculum design (e.g. compared to others introduced in this programme such as Course Map, Phoebe ... or others that you already use yourself)? Phoebe came across as more "humane."

Blog 7: PHOEBE, or: When a goddess becomes a community tool.

Blog Thing 7

1. What do you think of the ideas behind Phoebe? What was your impression? THE IDEAS behind the radiance of Apollo/Phoebus: "this is exactly what our tool sets out to do: provide timely and informed guidance on designing learning experiences that make appropriate use of technology.
   However, we envisage Phoebe above all as a community tool, owned by individual departments and colleges who will supplement the advice and examples that we have supplied with material directly relevant to their own context" ("Phoebe" site).  
   
   
   The "idea" behind the use of the term "appropriate" appears to be <serving the interests of our departments' own context>.  But did the departments themselves ask for technology's help?  Is Phoebe's vision ("we envisage...") shared by my department?  Or is the vision in question a product to be sold to departments that otherwise would see (and indeed have) no need for it?  
   
   
   I cannot help but doubt whether a divinely neutral or pure tool descending upon departments of academic learning uncalled-for from the summit of the mount of bureaucracy might not prove, upon careful reflection, to be fundamentally unhelpful.  
   
   
   Can any universal "form" meaningfully "supplement" the particular "matter" of any field of investigation UNLESS said form is first shown to emerge out of the real needs of this or that field of investigation itself?  I see a need for our new Phoebes to show me before all else why my department would need to change the way it has been or currently is presenting course outlines.
   
2. What template(s) did you think were (most) useful? Or did you think there weren't any useful ones and would you consider creating one yourself?  The BASIC DESIGN TEMPLATE (cloned as "Template for 1066"), which came across as the simplest or most straightforward.  As the "tool" becomes complicated, it comes to distract from the educator's end--especially when the tool is constructed in vitro, instead of arising out of the field in which it is to be used.  Unless the tool is to serve as a Trojan Horse...                   
3. What are your thoughts about using this to share Cambridge (or your course) specific templates and designs; as a tool to share your learning designs? I suspect some general suggestive guidelines would suffice to support educators in preparing course outlines.  If, on the other hand, the goal is to synchronize/monitor all educators within a network of bureaucratic expectations, then I am left with asking if educators will have the choice of sticking to antiquated course outlines?  Or must these, too, be digitalized?  Finally,must it be paranoia to suspect that Phoebe's "tooling" is a covert step in the direction of online courses--the ultimate bureaucratization of education?
4. How do you compare it with learning design tools or systems you're already using; is it better or worse? In what way? Compared to others we have been presented with, this one seems to have the greatest potential for obtaining its goal.  Here, a menu of templates for course outlines is (or can be) presented for an educator to select and fill out one template, just as he would with most other online forms.

Thing 6: Bring Your Own (Tool)

Blog Thing 6

1. What is your BYO curriculum design Thing that you choose to share with us?  White chalk on blackboard is my main teaching tool, aside from printed handouts possibly placed on cam-tools.  Exceptionally, I rely on projectors for images directly related to texts under examination.
   Describe what sort of Thing it is (tool, resource, guide, system etc), what it aims to do and how it's being used.   The white chalk is used at its best in order to illustrate thematic or conceptual relations, or more generally to create a visual "poetic" platform for students' reflection.    
2. How did you find out about this (via a colleague, through training session...)? N/A
3. Why is it particularly useful for you? What aspects are less useful (for you)? The simplicity of the tool contributes to a positive education/distraction ratio.  Keeping tools at a bare minimum has its often underestimated advantages.  Even projectors can become more distracting than illuminating, especially to the extent that the image they introduce appears ex machina, rather than being formed "live" (out of the blackboard's surface).  (N.B. Alas, many classrooms now have whiteboards that have a decisively negative effect on the mystique that drawings on blackboard are capable of possessing.)
4. In what way do you see it being useful for other course designers? My BYO tool invites close coordination of image and speech whereby the former serves as "frontispiece" for the articulation of the other.
5. Add a link / image / upload a version so it's clear what the Thing is and other participants can try it out as well. The image pasted above originally served as frontispiece to a XVIII book that students might examine for a course.  In this case a projector would be used to present the image, although an analogue (or parts thereof) could be drawn on the blackboard.

Thing 5 - Pedagogy Profile Widget

Blog Thing 5

1. What do you think of the idea of 'pedagogy profile widget'? A further attempt to digitalize learning environments.  If the tool at hand serves the interests of "authentic learning" (cloudworks), then to what extent if any does the expression in scare quotes indicate something other than "marketability" or "fitness in the ongoing stream of productivity"?
2. What do you think of dividing the rows into 'modules', 'terms' and so on; or do you think the original idea of using 'weeks' works best?  Perhaps a colored pie-shaped graph for every week could be used, instead.  Something resembling this (first sample off the internet)...

3. How does it compare with any other methods you're using to balance learning aspects across the spread of activities etc?  The tool at hand adds sophistication and complexity there where I would rather seek simplicity and flexibility.  As far as I can tell, the assigned categories for learning-aspects are strictures justified only relatively to institutional demands to set up a system of pre-emptive responses to students' doubts concerning assessment criteria.  In other words, the digitizing may serve to mask, rather than reveal, the real Art of Assessment, which, if properly exercised, remains "off the chart" insofar as it has its roots in the student's strength of mind or intellective virtue.  Thus I would find it more helpful to ask: is the student really thinking?  To the extent that he is thinking rigorously about the course subject, he will be able to give evidence of this thought to the teacher who has ears to hear; and he will be receptive to the assessment given by the teacher who knows how to speak to students who have ears to hear, as well as to students who remain rather dismissive of the art of listening.
4. Filling out your own pedagogy profile, did you find it illuminating or frustrating? Are there any ways you would change it to better reflect what you do? Simplify!  Fewer "numbers." Convert the "profile" back into prose-form.
5. In what ways do you see this being useful to you as a course designer? Alas, N/A.

If you're interested...

• Add the .jpg of your own 'Pedagogy profile' to your blog post (hint: use the 'save as .jpg' button and afterwards upload it to your blog post using the 'image' icon in your blog )

...TO BE CONTINUED

• Look up 'Pedagogy profile' on Cloudworks (here's a link) and share your response directly with the OULDI team there

Thing 4

Responding to:   Blog Thing 4

1. What do you think of the idea of Course Map?  
2. How does it compare with any other representations you have of your course?
3. Filling out your own course map, did you find it illuminating or frustrating?  Are there any ways you would change it to better reflect what you do? 
4. In what ways do you see this being useful to you as a course designer?

1 and 2. The map resemples a computer flowchart.  As such it tacitly invites students to approach their course of studies as a digitally compartimentalized entity, rather than as a place for serious, "organic" thinking.  For courses spilling out of any mechanistic network of instruction, I see no reason to abandon the prose-style of a more traditional Course Outline.
3.  "Frustrating" in the respect that genuine learning resists digitalizing/marketing devices, just as an honest course of learning discourages the habit of approaching subjects of learning piecemeal as merchandise. 
4. After considerable thought: None.

P.S. I would have pasted my personalized "Map" if only I knew how to.  Tried to save it first as a "Picture" but could not find the precise option (I am given the option of saving the powerpoint as GIF, JPEG, TIFF, etc. but none are accepted).
UPDATE: Finally managed to upload a sample Course Map (for whatever it is worth).

LTS: a Socratic Phenomenology

Questions on the initiative denominated:Learning and Teaching Support.

1. What did you expect from LTS initially?  I approached it rather open-mindedly, assuming that it would offer mostly bureaucratic instructions and commonplace instructions.
2. Having explored the LTS resources, were your expectations borne out or were you surprised? In what ways do you see this being useful for your own curriculum designs? The system certainly reflects--and thereby helps discern--institutional expectations in conformity with national criteria for social integration.  In this respect, LTS is helpful.  The "Student Feedback" was especially intriguing insofar as it begs the question as to where the demand for para-disciplinarian learning/activities converts into a distraction detrimental to substantive learning.  But in general the resources I explored gave me the impression of concealing an agenda (esp. pertaining to "learning" and "success" or so-called "material culture") behind a gloss of false transparency (cf. e.g. the promise of "authentic learning"). Eerie.
3. What would you like to see from the LTS initiative? A less (or not at all) instrumentalist approach to learning.  As a monitoring system (esp. via feedbacks and questionnaires...such as the one at hand), LTS might be more effective if it were introduced by a formal clarification of the raison d'être of LTS, including an exploration of the general problems that LTS was set up to respond to (vague intimations are given in various places, e.g., in the section on ancient-language learning).
4. How do you think about the model of peer-sourced support for curriculum designers? Is it comparable with other institutions you are familiar with? I know of no instances from other institutions, so I am not fit to make inter-institutional comparisons.  In general I remain weary of the project of abstracting means from ends so as to set up an aseptic system of pure means ready-at-hand to be applied to all disciplines of learning for the sake of realizing their respective ends.  The problem here is that once the means (viz., anything that may contribute positively to the success of a discipline of learning) are imposed back upon particular settings from without (e.g., from the alchemic laboratory of a "curriculum designer"), the ends they now point to are no longer "natural" or indigenous to the settings (i.e., to the particular field of investigation).  For means necessarily point to and presuppose ends that reflect the substantive background or immanent form (occasion/motive) of the means.  Once the means are cut off from their original occasion/context, they become means to a necessarily new end, no matter how closely it may resemble old ends.  Thereby the clinically "processed" means serve as Trojan horses for new ends to be injected surreptitiously in principle in every discipline of learning, leading to its radical subversion.  In order to avert this scenario, curricula should be shaped as much as possible from within disciplines themselves, in recognition of their inherent virtue (lest the disciplines be justified merely in function of social approval).  And wherever this were to prove a failure, i.e. where one discipline were to fail to discover its justification independently of foreign demands, then the discipline should be deemed plainly unjustified, instead of being justified ex machina and ad hoc.

Cloudworks: a Socratic phenomenology

Reflecting on the internet application <Cloudworks>.  As all technological tools,* Cloudworks serves the primary--hence underlying, hence tacit--aim, not merely of "connecting" users, but of "grounding" them, or rather of "re-grounding" them, i.e., of transporting/translating them from a defective or inadequate platform (viz. the uncontrolled arena of nature) onto an adequate (because systematically or clinically controlled) platform, which is as controlled as it is abstracted from the natural condition of man as man.  Only thus is it possible to set up a network of "pure tools" systematically concealing their essential aim or "inherent value." 

         The value of the tool is supposed to be assigned, not merely by the virtue of its user, but by the number of users or the degree to which the tool succeeds in connecting the greatest number of users (likewise, the "meaning" of the tool is supposed to be determined by the "power"--impact, relevance, etc.--of the audience, rather than by the "quality" or inherent worth of the audience).  What is crucial here is a mechanically quantifiable datum directly dependent upon the essential aim of technological tools simpliciter, namely the regrounding of mankind onto a purely quantifiable (ergo, controllable) platform.  

     Here art does not merely imitate nature (or the essential working of nature); art--the new "technological" art--replaces nature.  Or rather, wanting to replace nature, technology eclipses nature, which is to say, first of all, human nature.  Only thus could a "successful" blogger connected to Cloudworks invite "'Socratic Tooling' to solve your learning problems and issues" (http://zaidlearn.blogspot.com/2008/04/free-learning-tool-for-every-learning.html).  Here "Tooling" is a verb.  Its "user" does not appear to be aware that the proper import of his verb is essentially anti-Socratic; he does not appear to be aware that Socrates was not a Deweyan pragmatist--that Socratism was opposed by Dewey, no less than by Machiavelli, for an "essentialism" tying means back to their original ends ("the Ideas").  With respect to modern technology, there is hardly anyone less progressive (and thus at once less reactionary) or revolutionary than Socrates--that eminently untechnological concentric artist.

___________

* Modern "technology" is essentially distinct from mere "technique".  Antiquity has "tools" intended to solve solvable/definite empirical problems (sealing a leaking roof, crossing a river, building a house, etc.).  Modern technology in its very idea "expands" technique in function of a new guiding principle, namely that of "infinite progress," entailing the promise to overcome, not merely this or that particular obstacle to human survival, but the very natural horizon on which man's survival is threatened.  In this sense, technology is essentially the Way through which modern man hopes to overcome (via control) nature.  But, as such, technology is at once also the Aim of modern man qua modern: technology is intended in its ideal perfection as the self-realization of a world in which man--via collectivization--is absolute master of his destiny.  Conversely collectivized-man can be master of his destiny only where nature has been fully replaced by art, i.e. only with the consummate incorporation of nature (including human nature) into Technology.

Thing 1

Responding to:

1) what your experiences are with curriculum design, and 2) what you would like to get out of the programme.

Re. (1): No experiences aside from setting this blog up. 
Re. (2): I am here to discover what the programme has to offer, whilst exploring the possibility that a "blog" escape the fate of a blob.

Setting this blog up was a rather impersonal, tasteless matter, reminescent of some modern philosophers' attempt to ascend to political/human life by beginning from the pre-political life of cicadas (not to speak of Democritean atoms in the vortex/void).

The Honest Man

Of the honest man (honestum) or man of honor who is the true poet, Horace wrote: non fumum ex fulgore sed ex fumo dare lucem.