*we began with writing our own personal definitions of peace
-unity without judgment
-sense of calm
-happiness
-conflict resolution
*in the midst of this discussion the leader read us the children's book "A Little Peace" which simply described the areas where a person can practice peace
*Next we split into small groups and worked with a facilitator discussing peace in relation with the senses.
*Smell; what is the smell of peace? Suggestions were, lavender, salt air, incense, food
*Taste; what does peace taste like? Suggestions were, sweet, salty, answer maybe depends on your culture
*Sound; what does peace sound like? Suggestions were, the voices of loved ones, favorite music, waves
*Sight; what does peace look like? Suggestions were, friends, nature
*Touch; what does peace feel like? open question
At this time we realized that many of these sensations are combined. i.e. the smell and taste of a favorite food brings peace
We read the book, "What does Peace Feel Like?" It described the different definitions of peace from the view point of 8 and 9 year olds. The most amusing answers came from the page, "What does peace taste like? The author stated that over a hundred children named off flavors of ice cream! The innocence of their answers really went right to the core of what bring all of us peace in our daily lives.
Professor Becker's daughter, Jessica, shared with us the story of a 1000 paper cranes and taught us all to make our own. Instruction are available at
http://www.origami.org.uk/origamicrane.htm, if you are interested in making your own.
Some women discussed the challenges of making the cranes and felt that they received more peace from the process then from the end product.
My favorite part of the workshop was the reading of the children's story, "Zen Shorts". It was a wonderful book about three children who become friends with panda named Stillwater. Stillwater proceeds to teach them three simplified versions of ancient Japanese Zen lessons. The themes were based around tolerance, balance, and selflessness. The story opened up discussions about person peace bringing about peace in the community.
Showing posts with label connections. Show all posts
Showing posts with label connections. Show all posts
Saturday, March 6, 2010
Session: Women, Literacy, and Community Through Interactive Technology
Why are you here?
* Connection of technology and social justice.
* Connect like-minded organizations.
* I'm normally touchy-feeling, but this is about staying connected - since that is what helps people along their journey.
* As adults, we use computers, but we don't have the same ability as younger people. I'd like to know how to use it to communicate better.
* I'm involved in student leadership, and I need to continually think of ways to keep people involved. I also want to stay connected to WE LEARN. The conference is great, but I feel like two days is not enough.
Main presenter: WE LEARN was not conceived as a conference, but more of a clearinghouse on line so people could materials that were relevant to women's issues and literacy materials. That is how the website started. As people have come in and added things (the conference, women's perspective, reading circles, etc.), the webpage has not stayed up to date and there is stuff there that people don't find. And how do we extend the conference or the planning? Sharing documents on line, etc.
Experimenting with: Doodle calendar, wiki, blog, etc.
Grant to study what will be the next big idea for organization. In this case, technology.
So, how do we make it accessible for people across literacies? Are there specific issues around the ways that women use technology?
* Student Leader: Students prefer a hands-on approach. Comfort in seeing a face - reading it on a screen not really resonating with them.
* Technology is not only the internet. You can use audio recording software. Example: ESL radio on line, audio recording of books (including parents in prison)
* Tech resources are an issue. Who has access?
* Have meeting about women's literacy that include tech. The draw will be the issue and then they will get an introduction to the tech.
* There is a break-down in the process. Schools have old resources, so students who go home can't access it. So do schools invest in this? Where is their priority?
* Seconded by another student. It is really hard when you do work at home and you can't open it at school because the computers are too old.
* Job readiness without access to relevant computer training (since most jobs need it). Transition to college - you'll need it.
* Practical issue: Saving it in another way so that it can be opened. Schools should make sure that students are aware of that.
* How to stay connected? Webinars, regional groups (they report back online, or include tech elements), etc.
* The layers of working in groups and online.
Back to issue of gender and technology. Do women like that face-to-face?
* Research on women and girls learning in relational fashion. How to interject technology, or make it part of how women relate?
* How do we make it one of the tools in our basket?
* The internet environment is also an economic justice issue. What is for sale? What is the message?
* Stalking is also an issue, and safety more general.
* That is why technology is a different issue for women - this kind of safety issue.
* The fact that women can't take full advantage of technology (due to safety) is a social justice issue.
* Generational Piece: What does it mean for different generations? For different cultures? Also personal preference.
* Doesn't technology make the student/teacher dichotomy fuzzy? Students may know more, or they may be in the same boat. When are we all learners together?
* How do we capture the experience and wisdom of students who have transitioned into teaching roles?
* How can WE LEARN help in Haiti? Right now there is no school.
* Connection of technology and social justice.
* Connect like-minded organizations.
* I'm normally touchy-feeling, but this is about staying connected - since that is what helps people along their journey.
* As adults, we use computers, but we don't have the same ability as younger people. I'd like to know how to use it to communicate better.
* I'm involved in student leadership, and I need to continually think of ways to keep people involved. I also want to stay connected to WE LEARN. The conference is great, but I feel like two days is not enough.
Main presenter: WE LEARN was not conceived as a conference, but more of a clearinghouse on line so people could materials that were relevant to women's issues and literacy materials. That is how the website started. As people have come in and added things (the conference, women's perspective, reading circles, etc.), the webpage has not stayed up to date and there is stuff there that people don't find. And how do we extend the conference or the planning? Sharing documents on line, etc.
Experimenting with: Doodle calendar, wiki, blog, etc.
Grant to study what will be the next big idea for organization. In this case, technology.
So, how do we make it accessible for people across literacies? Are there specific issues around the ways that women use technology?
* Student Leader: Students prefer a hands-on approach. Comfort in seeing a face - reading it on a screen not really resonating with them.
* Technology is not only the internet. You can use audio recording software. Example: ESL radio on line, audio recording of books (including parents in prison)
* Tech resources are an issue. Who has access?
* Have meeting about women's literacy that include tech. The draw will be the issue and then they will get an introduction to the tech.
* There is a break-down in the process. Schools have old resources, so students who go home can't access it. So do schools invest in this? Where is their priority?
* Seconded by another student. It is really hard when you do work at home and you can't open it at school because the computers are too old.
* Job readiness without access to relevant computer training (since most jobs need it). Transition to college - you'll need it.
* Practical issue: Saving it in another way so that it can be opened. Schools should make sure that students are aware of that.
* How to stay connected? Webinars, regional groups (they report back online, or include tech elements), etc.
* The layers of working in groups and online.
Back to issue of gender and technology. Do women like that face-to-face?
* Research on women and girls learning in relational fashion. How to interject technology, or make it part of how women relate?
* How do we make it one of the tools in our basket?
* The internet environment is also an economic justice issue. What is for sale? What is the message?
* Stalking is also an issue, and safety more general.
* That is why technology is a different issue for women - this kind of safety issue.
* The fact that women can't take full advantage of technology (due to safety) is a social justice issue.
* Generational Piece: What does it mean for different generations? For different cultures? Also personal preference.
* Doesn't technology make the student/teacher dichotomy fuzzy? Students may know more, or they may be in the same boat. When are we all learners together?
* How do we capture the experience and wisdom of students who have transitioned into teaching roles?
* How can WE LEARN help in Haiti? Right now there is no school.
Friday, March 5, 2010
Informal Discussion: Restorative Circles
Short lunchtime conversation about Restorative Circles.
Here are some links
- www.thepeacealliance.org/files/events/2009.../restorative_circles.pdf
- http://www.restorativecircles.org/
Here are some links
- www.thepeacealliance.org/files/events/2009.../restorative_circles.pdf
- http://www.restorativecircles.org/
Sunday, February 28, 2010
First Post
Hi. Here is the sample post. If we include labels (below), they should show up on the left. That way since multiple people will be posting, we can read through posts thematically.
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